Ã¢Â€ÂžÃ¢Â€Âš QUAKER MEETING: GENERATING DATA

❚❘ 

QUAKER MEETING: GENERATING DATA 

Goals 

■ 

■ 

To generate a large number of ideas, suggestions, and/or approaches to a problem or 

topic when the group is too large to employ brainstorming techniques. 

To gather data quickly for a large group to process. 

Group Size 

Any group with more than fifty participants. 

Time Required 

Fifteen minutes for the actual “Quaker meeting” and whatever time seems appropriate to 

the processing chosen for the particular group. 

Materials 

■ Paper and pencils for those taking notes. 

■ A newsprint flip chart and a felt-tipped marker. 

Physical Setting 

Any large meeting room. 

Process 

1. The facilitator notes that it is necessary to hear reactions from the total group to a 

given problem or topic and explains the following structure that will be used in 

gaining the reactions: 

■ As a group participant formulates a thought, suggestion, or reaction, he or she 

speaks out to the entire group. Verbalizing is limited to a few words (10 to 15) so 

that as many as possible can speak within the fifteen-minute time frame. 

■ Participants must not interrupt each other, but they must be ready to inject their 

thoughts quickly. 

■ The participant is to feel free to express even “far out” suggestions, which may 

serve to trigger other, more practical ones for other participants. 

■ Each reaction from a participant will be recorded; however, there will be no 

processing of individual ideas at this point. 

The Pfeiffer Library Volume 7, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer ❚❘ 1

2. The facilitator asks several participants to take notes on the data generated. 

3. The facilitator presents a problem or topic and asks participants to begin verbalizing 

as quickly as their ideas form. 

4. The facilitator may change the dynamics slightly by asking participants to stand as 

they verbalize. This will focus on individuals as well as ideas and may be 

appropriate to given situations; however, the process will be slower if approached in 

this manner. 

5. The facilitator may process the data gathered in any way that is appropriate to the 

group. For example, the ideas may be listed on a newsprint flip chart for the entire 

group to process, or divided to be processed in smaller groups. 

2 ❘❚ 

The Pfeiffer Library Volume 7, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer

❚❘ 

COOPERATIVE INVENTIONS: 

FOSTERING CREATIVITY 

Goals 

■ 

■ 

■ 

To allow the participants to examine their individual approaches to creating ideas. 

To offer the participants an opportunity to share and learn methods of completing a 

creative task that requires a joint effort. 

To help the participants to gain insight into factors that inhibit creativity as well as 

ones that foster creativity. 

Group Size 

Five to fifteen pairs. 

Time Required 

Approximately forty minutes. 

Materials 

■ 

■ 

■ 

An object card for each participant. Prior to conducting the activity, the facilitator 

writes the object names (from the Cooperative Inventions Object List) on 3" x 5" 

cards, one name per card with no duplications. Forty names are included so that the 

facilitator can choose the objects that are most appropriate. 

A copy of the Cooperative Inventions Task Sheet for each participant. 

A stopwatch for timing the six creative rounds of the activity (for facilitator’s use). 


A room with enough space so that the participants can move about freely and can work 

in pairs without disturbing one another. Furniture may need to be moved so that the 

participants can move from partner to partner quickly and easily. 

Process 

1. The facilitator introduces the goals of the activity. 

2. The facilitator distributes the object cards and copies of the Cooperative Inventions 

Task Sheet and asks the participants to read the sheet. After answering questions 

about the task, the facilitator demonstrates the creative portion of the process by 

drawing two cards randomly, announcing the names of the objects that appear on the 


cards, and eliciting ideas from the group about how these two objects might be 

combined. After the participants have contributed examples, the facilitator reminds 

them that creativity rather than practicality is the goal and then asks them to choose 

their first partners. Once all participants have found partners, the facilitator tells 

them to begin the first ninety-second creative process. (Ten minutes.) 

3. After ninety seconds the facilitator calls time and tells the participants to find new 

partners and repeat the creative process. This procedure is repeated until each 

participant has had a chance to work with a total of six partners. (Approximately ten 

minutes.) 

4. The total group is reassembled, and the facilitator asks the following questions: 

■ What was your favorite invention? What in particular did you like about it? 

■ How did you personally approach this task? How did your approach differ from 

the approaches used by your partners? How did you and your various partners 

combine your approaches to generate ideas? 

■ What factors or conditions made it difficult to come up with ideas? What factors 

or conditions made it easy? 

■ What might you have done to overcome the factors that hindered your creativity? 

■ What are some generalizations that we can make about the creative process? 

■ How can you apply what you have learned to everyday situations in which you 

need to be creative? What are some specific ways in which you might be more 

creative in your job? 

Variations 

■ 

■ 

■ 

■ 

Additional discussion questions may be added to address other subjects such as 

teamwork, communication, and leadership. 

The facilitator may substitute object names that relate to the participants’ specific 

organizations or occupations. For example, if the participants were bankers, the object 

names might include “Waiting Lines,” “Bank Lobby,” “Teller Window,” and “Loan 

Application.” 

To further focus on individuals’ and partners’ approaches to creativity, the facilitator 

may allow time during steps 2 and 3 for the participants to make notes or to process 

their approaches with their partners. 

The activity may be run at the beginning of a workshop on creativity and repeated at 

the end, using different object names. Subsequently, the facilitator leads a discussion 

in which the two experiences are compared. 

Submitted by Robert W. Russell. 

4 ❘❚ 


COOPERATIVE INVENTIONS OBJECT LIST 

Kite Umbrella Suitcase 

Fishbowl Clothespin Chalkboard 

Potholder Tricycle Firecracker 

Pencil Broom Tape Recorder 

Dinosaur Balloon Bow and Arrow 

Zoo Horn Magnifying Glass 

Candle Sled Frying Pan 

Turntable Clock Ice Cube 

Museum Television Set Hat 

Dice Water Gun Pinball Machine 

Fan Folding Chair Circus 

Mirror Skateboard Tweezers 

Can Opener 

Sailboat 

Eggbeater 

Coffee Cup 


COOPERATIVE INVENTIONS TASK SHEET 

You are about to participate in an activity designed to help you practice your creative 

skills. The following explanation of the process includes tips that you might find useful: 

1. You have been given a card with the name of an object on it. Your object is 

unique to you; no one else has received a card with its name. 

2. When you are instructed to do so, you will find a partner and compare objects. 

3. You and your partner will “invent” one or more new objects or ways of doing 

something based on the combination of the two objects. 

Example: If your card reads “grocery store” and your partner’s card reads 

“skateboard,” the two of you might mentally invent a skateboard-like device to 

ride when grocery shopping in a hurry. Then you might take the creative process 

a step further and invent a skateboard course at a local park with “aisles” set up 

for people with different levels of skill at skateboarding. Another alternative 

might be special knee and elbow pads, patterned after those worn by 

skateboarders, to be used by grocery shoppers to prevent injuries when they are 

hit by carts. 

4. You are to be as creative as possible and generate as many ideas as you can. 

Practicality is not an important issue, and you can go far afield with your ideas if 

you like. Try not to become frustrated if the task seems difficult at first. If the 

two objects that you are working with suggest some mundane ideas, try for more 

unusual or interesting ones. 

5. After ninety seconds you will find a new partner and complete the process again. 

You will continue to switch partners and repeat the ninety-second process until 

you have had a chance to work with six different people. 

6. Later you will share your favorite invention with the total group. 

6 ❘❚ 


❚❘ 

BROKEN SQUARES: 

NONVERBAL PROBLEM SOLVING 

Goals 

■ 

■ 

To analyze some aspects of cooperation in solving a group problem. 

To sensitize participants to behaviors that may contribute toward or obstruct the 

solving of a group problem. 

Group Size 

Any number of subgroups of six participants each. There are five participants and an 

observer/judge in each subgroup. 

Time Required 

Approximately forty-five minutes. 

Materials 

■ A set of broken squares (prepared according to directions following) for each 

subgroup of five participants. 

■ One copy of the Broken Squares Group Instruction Sheet for each subgroup. 

■ One copy of the Broken Squares Observer/Judge Instruction Sheet for each observer. 


A table that will seat five participants is needed for each subgroup. Tables should be 

spaced far enough apart so that no subgroup can see the puzzle-solving results of other 

subgroups. 

Process 

1. The facilitator begins with a discussion of the meaning of cooperation: This should 

lead to hypotheses about what is essential to successful group cooperation in 

problem solving. The facilitator indicates that the group will conduct an experiment 

to test these hypotheses. Points such as the following are likely to emerge: 

■ Each individual should understand the total problem. 

■ Each individual should understand how he or she can contribute toward solving 

the problem. 


■ Each individual should be aware of the potential contributions of other 

individuals. 

■ There is a need to recognize the problems of other individuals in order to aid 

them in making their maximum contributions. 

■ Groups that pay attention to their own problem-solving processes are likely to be 

more effective than groups that do not. 

2. The facilitator forms subgroups consisting of five participants plus the 

observer/judge. The observers are each given a copy of the Broken Squares 

Observer/Judge Instruction Sheet. The facilitator then asks each subgroup to 

distribute among its members the set of broken squares (five envelopes). The 

envelopes are to remain unopened until the signal to begin work is given. 

3. The facilitator gives each subgroup a copy of the Broken Squares Group Instruction 

Sheet. The facilitator reads these instructions to the participants, calling for 

questions or questioning subgroups about their understanding of the instructions. 

4. The subgroups are instructed to begin work. It is important that the facilitator 

monitor the tables during the exercise to enforce the rules established in the 

instructions. 

5. When all subgroups have completed the task, the facilitator engages the subgroups 

in a discussion of the experience. Observations are solicited from observers/judges. 

The facilitator encourages the subgroups to relate this experience to their “backhome” 

situations. 

Variations 

■ 

■ 

■ 

■ 

If one member makes a square and fails to cooperate with the remaining members, the 

other four can be formed into pairs to make squares of the leftover pieces. They 

discuss their results, and the exercise is resumed. 

The five-person teams can be given consultation assistance by the observer/judge or 

by one appointed member of the team. This may be a person who has done the 

exercise before. 

Ten-person subgroups can be formed, with two duplicate sets of the five squares 

distributed among them. Subgroups of six to nine persons also can be formed, which 

would require preparing a broken square set with one square for each person, 

duplicating as many of the five squares as necessary. 

An intergroup competition can be established, with appropriate recognition to the 

subgroup that solves the problem first. 

8 ❘❚ 


■ 

■ 

Members may be permitted to talk during the problem solving, or one member may 

be given permission to speak. 

Members may be permitted to write messages to each other during the problem 

solving. 1 

1 Adapted with permission from Alex Bavelas, Communication patterns in task-oriented groups, Journal of the Acoustical Society of 

America, 1950, 22, 225-230. See also Bavelas, The five squares problem: An instructional aid in group cooperation, Studies in Personnel 

Psychology, 1973, 5, 29-38. Variations were submitted by Tom Isgar. 


DIRECTIONS FOR MAKING A SET OF BROKEN SQUARES 

A set consists of five envelopes containing pieces of cardboard cut into different patterns 

which, when properly arranged, will form five squares of equal size. One set should be 

provided for each group of five persons. 

To prepare a set, cut out five cardboard squares, each exactly 6" x 6". Place the 

squares in a row and mark them as below, penciling the letters lightly so they can be 

erased. 

The lines should be so drawn that, when the pieces are cut out, those marked A will 

be exactly the same size, all pieces marked C the same size, etc. Several combinations 

are possible that will form one or two squares, but only one combination will form all 

five squares, each 6" x 6". After drawing the lines on the squares and labeling the 

sections with letters, cut each square along the lines into smaller pieces to make the parts 

of the puzzle. 

Label the five envelopes 1, 2, 3, 4, and 5. Distribute the cardboard pieces into the 

five envelopes as follows: envelope 1 has pieces I, H, E; 2 has A, A, A, C; 3 has A, J; 4 

has D, F; and 5 has G, B, F, C. 

Erase the penciled letter from each piece and write, instead, the number of the 

envelope it is in. This makes it easy to return the pieces to the proper envelope, for 

subsequent use, after a group has completed the task. 

Each set may be made from a different color of cardboard. 

10 ❘❚ 


BROKEN SQUARES GROUP INSTRUCTION SHEET 

Each of you has an envelope that contains pieces of cardboard for forming squares. 

When the facilitator gives the signal to begin, the task of your group is to form five 

squares of equal size. The task will not be completed until each individual has before 

him or her a perfect square of the same size as those in front of the other group 

members. 

Specific limitations are imposed on your group during this exercise. 

1. No member may speak. 

2. No member may ask another member for a piece or in any way signal that 

another person is to give him or her a piece. (Members may voluntarily give 

pieces to other members.) 


BROKEN SQUARES OBSERVER/JUDGE INSTRUCTION SHEET 

Your job is part observer and part judge. As a judge, you should make sure each 

participant observes the following rules: 

1. There is to be no talking, pointing, or any other kind of communicating. 

2. Participants may give pieces directly to other participants but may not take 

pieces from other members. 

3. Participants may not place their pieces into the center for others to take. 

4. It is permissible for a member to give away all the pieces to his or her puzzle, 

even if he or she has already formed a square. 

As an observer, look for the following: 

1. Who is willing to give away pieces of the puzzle? 

2. Does anyone finish his or her own puzzle and then withdraw from the group 

problem solving? 

3. Is there anyone who continually struggles with the pieces, yet is unwilling to 

give any or all of them away? 

4. How many people are actively engaged in putting the pieces together? 

5. What is the level of frustration and anxiety? 

6. Is there any turning point at which the group begins to cooperate? 

7. Does anyone try to violate the rules by talking or pointing as a means of helping 

fellow members solve the problem? 

12 ❘❚ 


❚❘ 

WATER JARS: DEVELOPING CREATIVITY 

IN PROBLEM SOLVING 

Goals 

■ 

■ 

■ 

To demonstrate the development of mental blocks to problem solving. 

To illustrate that the process of solving problems of a repetitive nature poses a threat 

to creativity. 

To allow the participants to investigate ways to break mental blocks and foster 

creative problem solving. 

Group Size 

Any number of participants. 

Time Required 


Materials 

■ 

■ 

■ 

A copy of the Water Jars Work Sheet for each participant. 

A pencil for each participant. 

A newsprint flip chart and a felt-tipped marker. 


A room with a chair and a writing surface for each participant. 

Process 

1. The facilitator introduces the activity by stating that it involves creative problem 

solving. 

2. Each participant is given a copy of the Water Jars Work Sheet and a pencil and is 

asked to read the instructions on the handout. (Five minutes.) 

3. The facilitator clarifies the task involved, emphasizing the rules listed on the work 

sheet. If asked any questions about the process necessary to arrive at solutions, the 

facilitator responds, “You have all the information you need in order to complete the 

task and you are free to do whatever you like within the rules.” (Five minutes.) 


4. The participants are instructed to begin the task. As they work, the facilitator 

monitors their activity, ensuring that they are attempting the problems one after 

another in the proper order. 

5. After ten minutes the facilitator interrupts the participants, advising them to look at 

each problem from a different viewpoint and to try new approaches to finding 

solutions. Then the participants are instructed to continue their work and are 

reminded not to consult with one another. 

6. If any participants are still working after five more minutes, the facilitator asks them 

to complete the task quickly so that the group can proceed with the next phase of the 

activity. Those who are struggling with individual problems are advised to write “no 

solution” in the space reserved for answers. 

7. The facilitator writes the following formulas on a newsprint flip chart, announcing 

that each is one possible solution. 

1. B – A – 2C 8. A + C 

2. A – A – 2C 9. A – C 

3. B – A – 2C 10. A + C 

4. B – A – 2C 11. C 

5. B – A – 2C 12. A – C 

6. B – A – 2C 13. A – C 

7. A – C 

8. The facilitator leads a concluding discussion by asking the following questions: 

■ What approach did you take in beginning the task? How did you choose that 

approach? How did it help or hinder you? 

■ What patterns emerged in the sequence of solutions? Who found different 

solutions and patterns? What were they? How did you come up with them? 

■ How did your first few solutions affect your approach to completing the task? 

■ How were you affected by the instruction to finish the task in the shortest possible 

time? How were you affected by the instruction to try new approaches? What did 

you try? How did your new approaches work? 

■ What pitfalls are involved in attempts to solve routine or repetitive problems? 

■ How might you guard against these pitfalls? 

■ If you were to complete this task again, what would you do differently? 

■ How might you foster a creative approach toward solving problems? 

14 ❘❚ 


Variations 

■ 

■ 

After step 8 the participants may be asked to complete another work sheet similar to 

the first one so that they can experiment with what they have learned. 

The work sheet may be amended to include rules that encourage creativity. 

Submitted by S. Chintamani. 


WATER JARS WORK SHEET 

The Task 

Each of the following problems involves Jars A, B, and C, which contain different 

quantities of water. For each problem, your task is to use the information provided to 

determine a formula for arriving at the required amount of water and to write this 

formula in the space provided in the “Solution” column. 

Example: Using the information provided below, determine a formula for the 

required amount of water. 

Amount of Water 

Required Amount 

in Jars 

of Water 

(Ounces) 

(Ounces) 

A B C 

6 35 8 13 

In this case a possible formula for the solution is B – A – 2C. This formula can be 

checked as follows: 35 – 6 – (2 x 8) = 13. 

Rules 

1. Although there is no time limit for the task, you are expected to complete it in the 

shortest possible time. 

2. You must work on the problems in the order in which they are presented. 

3. Once you have begun the task, you may not ask the facilitator questions regarding 

the task. 

4. Consultation or discussion with other participants is prohibited. 

Problem 

No. 

A 

Amount of 

Water in Jars 

(Ounces) 

B 

C 

Required 

Amount of 

Water (Ounces) 

Solution 

1. 5 30 2 21 ______ 

2. 20 130 3 104 ______ 

3. 14 164 24 102 ______ 

4. 18 43 10 5 ______ 

5. 9 44 6 23 ______ 

16 ❘❚ 


Problem 

No. 

A 

Amount of 

Water in Jars 

(Ounces) 

B 

C 

Required 

Amount of 

Water (Ounces) 

Solution 

6. 20 60 6 28 ______ 

7. 23 49 3 20 ______ 

8. 15 39 3 18 ______ 

9. 28 59 3 25 ______ 

10. 18 48 4 22 ______ 

11. 29 38 3 3 ______ 

12. 14 36 8 6 ______ 

13. 29 76 5 24 ______ 


❚❘ 

BRAINSTORMING: 

A PROBLEM-SOLVING ACTIVITY 

Goals 

■ 

■ 

To generate an extensive number of ideas or solutions to a problem by suspending 

criticism and evaluation. 

To develop skills in creative problem solving. 

Group Size 

Any number of subgroups composed of approximately six participants each. 

Time Required 

Approximately one hour. 

Materials 

A newsprint flip chart and a felt-tipped marker for each subgroup. 


Movable chairs for all participants. 

Process 

(Note: The facilitator may wish to do the sample experience which follows as a 

preliminary to a problem-solving session involving a “real” problem.) 

1. The facilitator forms subgroups of approximately six participants each. Each 

subgroup selects a recorder. 

2. The facilitator instructs each subgroup to form a circle. Each recorder is given a 

newsprint flip chart and a felt-tipped marker to be used to record every idea 

generated by the subgroup. 

3. The facilitator states the following rules: 

■ There will be no criticism during the brainstorming phase. 

■ Far-fetched ideas are encouraged because they may trigger more practical ideas. 

■ Many ideas are desirable. 

18 ❘❚ 


4. The facilitator announces that participants are to imagine being cast ashore on a 

desert island, nude, with nothing but a belt. The participants are instructed that they 

will have fifteen minutes to generate ideas about what can be done with the belt. 

5. At the end of the generating phase, the facilitator tells the subgroups that the ban on 

criticism is over. The participants are directed to evaluate their ideas and to select 

the best ones. (If there are four or more subgroups, the facilitator might ask two 

subgroups to share their best ideas and to form a single list.) 

6. The facilitator then asks participants to form one large group again. Recorders take 

turns presenting the best ideas from their subgroups. Participants are asked to 

explore how two or more ideas might be used in combination. 

7. The facilitator writes the final list of ideas on newsprint, and the group is asked to 

rank-order them on the basis of feasibility. 

8. The facilitator leads a discussion of brainstorming as an approach to creative 

problem solving. 

Variations 

■ 

■ 

■ 

The activity can be preceded by a warmup activity. 

Subgroups may be set up to compete with one another. Judges may be selected to 

determine criteria for ideas and to choose winners. 

Other objects can be used in the problem. Participants may brainstorm uses for a 

flashlight, a rope, an oar, or a corkscrew. Props may be used. 


❚❘ 

NUMBERS: A PROBLEM-SOLVING ACTIVITY 

Goals 

■ 

■ 

To demonstrate how new information and assistance can improve performance. 

To discover how experience facilitates task accomplishment. 

Group Size 

Unlimited number of participants. 

Time Required 

One to one and one-half hours. 

Materials 

■ 

■ 

Five copies of the Numbers Work Sheet and a pencil for each participant. 

Newsprint, masking tape, and a felt-tipped marker. 


A chair and work surface for each participant. 

Process 

1. The facilitator gives each participant a Numbers Work Sheet and a pencil. He or she 

tells the participants that they will have thirty seconds to draw lines between as 

many of the numbers as possible in numerical sequence. (The facilitator may draw 

sequential numbers randomly on newsprint and demonstrate the procedure.) 

2. The facilitator calls time and distributes a second Numbers Work Sheet. He or she 

says that the experience gained in the first round should aid the participants in 

completing the task the second time. 

3. At the end of thirty seconds, the facilitator calls time again, distributes a third 

Numbers Work Sheet, and tells participants to draw a vertical line down the center 

of the page. He or she tells the participants that the line separates the odd numbers 

(on the left side of the page) from the even numbers (on the right side of the page). 

The facilitator again instructs the participants to connect as many numbers as they 

can, in numerical sequence, within the same period of time. 

4. A fourth Numbers Work Sheet is distributed; participants are instructed to draw a 

vertical line down the center of the page and a horizontal line across the center of the 

20 ❘❚ 


page. They are informed that the vertical line performs the same function as before 

and that the horizontal line across the page divides groupings of five numbers: i.e., 

the numbers one through five are above the line, six through ten are below the line, 

eleven through fifteen are above, etc., with the exception of the sets fifty-one to 

fifty-five and fifty-six to sixty, which can be matched diagonally. The facilitator 

again allots thirty seconds for the sequencing task. 

5. A fifth Numbers Work Sheet is distributed and prepared in the same way as the 

fourth; participants again perform the task in the same amount of time. 

6. Participants are asked to report how many numbers they located in each round, and 

the facilitator tabulates these figures on newsprint. The facilitator points out the 

value of clear inputs on task accomplishment and makes the following points: 

■ During round two, as a result of having gained experience in performing the task, 

the “typical” participant locates two or three more numbers than he or she did on 

the first try. 

■ During the third attempt, the typical participant locates approximately 65 percent 

more numbers than he or she located on the first sheet. The guidance received 

from the leader, i.e., the indication of the function of the vertical line, is generally 

the cause of this improvement. 

■ In the fourth round, with the information about the horizontal line, the typical 

participant increases his or her score 140 percent over his or her first attempt. 

■ Because the fifth round is a repetition of the fourth, the improvement here is 

attributed to the value of experience. 

■ The facilitator may also equate the information received by participants as 

experience gained and passed on by another person. 

Variations 

■ 

■ 

Participants can report their results to the facilitator after each round. 

Teams of two or three individuals can work together on the problem. 

Submitted by Brent D. Ruben and Richard W. Budd. Adapted from “Learning and Change,” in Brent D. Ruben and Richard W. Budd, 

Human Communication Handbook, New Brunswick, N.J.: Transaction Publishers, 1975. Used with permission. 


NUMBERS WORK SHEET 

22 ❘❚ 


❚❘ 

POEMS: INTERPERSONAL COMMUNICATION 

Goals 

■ 

■ 

To experience the interaction conditions necessary for creative problem solving. 

To arrive at a creative solution in a group situation. 

Group Size 

An unlimited number of subgroups of six to eight members each. 

Time Required 


Materials 

■ 

■ 

■ 

Paper and a pencil for each participant. 

Newsprint and felt-tipped markers for each group. 

Masking tape. 


A room large enough for the members of each subgroup to interact without disturbing 

the other subgroups. 

Process 

1. The facilitator informs the entire group that the members will be divided into 

subgroups after they have individually recorded a number of responses. In these 

randomly chosen subgroups, they will be asked to compose a poem from the words 

recorded by their members. 

2. Paper and a pencil are distributed to each participant, and the facilitator instructs 

each member to write down an example of each of the following terms. (The 

facilitator may give a definition or an example of each term): 

1. Verb 6. Article 

2. Adverb 7. Conjunction 

3. Noun 8. Preposition 

4. Pronoun 9. Infinitive 

5. Adjective 10. Gerund 


3. The facilitator divides the large group randomly into subgroups of six to eight 

members each. 

4. Each subgroup is instructed to compose a poem using the words listed by its 

members. The facilitator announces the rules governing poem composition: 

■ All poems will have a theme. 

■ Each subgroup will compose one poem using only the words previously recorded 

by its members. No additional words may be employed. 

■ The poem should contain at least 75 percent of the words recorded by the 

individual subgroup members. 

■ Words cannot be repeated unless they have been recorded by more than one 

member. 

■ Nouns may be changed from plural to singular and vice versa, and the tense of 

verbs may be changed. 

■ The subgroups will have twenty minutes in which to compose their poems and 

write them on newsprint. 

5. A member of each subgroup is selected to read his or her subgroup’s poem. After 

each poem is read, it is posted so that all members can see it. 

6. After the presentations of the poems, the facilitator leads all participants in a 

discussion of the themes and meanings of the poems and directs a discussion of the 

subgroup dynamics and what members did or did not do to work together creatively. 

Variations 

■ 

■ 

■ 

■ 

The facilitator announces a theme for the poems and distributes slips of differentcolored 

paper to the participants; each different-colored slip contains a different 

rhyming word (“love,” “moon,” “lying,” etc.) and each participant is instructed to 

write, in a specific meter, a line ending in a word that rhymes with the rhyming word. 

(Three or four same-colored sheets for each rhyming word can be used.) Participants 

are then instructed to team up with others who hold sheets of the same color and form 

a poem out of the rhyming lines that each person has written. Minor editorial changes 

are allowed to form the complete poem. 

In the variation above, each group (each set of color-coded strips) could be assigned a 

different poetic theme, e.g., love, autumn, the sea, a lion, etc. 

Instead of words exemplifying grammatical terms, each participant is instructed to list 

five pairs of rhyming words. Each subgroup then composes lines that end with each 

rhyming word and is directed to use about 75 percent of the rhyming couplets in its 

poem. 

Instead of listing grammatical terms, the large group is instructed to respond to a 

number of questions with two- to four-word phrases. Each subgroup is told to use 

24 ❘❚ 


about 75 percent of the phrases in its poems. Questions should call for a variety of 

responses and may deal with feelings, values, self-disclosure, etc. 

Submitted by Brian P. Holleran. 


❚❘ 

PUZZLE CARDS: APPROACHES TO PROBLEM 

SOLVING 

Goals 

■ 

■ 

To generate an interest in and understanding of different approaches to problem 

solving. 

To compare advantages and disadvantages of different problem-solving methods. 

Group Size 

Up to five subgroups of six to nine members each. 

Time Required 


Materials 

■ 

■ 

■ 

■ 

■ 

A set of Puzzle Cards for each subgroup (see Directions for Preparing Puzzle Cards). 

A copy of the Puzzle Cards Problem-Solver Sheet and a pencil for each problem 

solver. 

A copy of the Puzzle Cards Judge Sheet for each judge. 

Blank paper and a pencil for each observer. 

Newsprint and a felt-tipped marker. 


A room large enough to allow all subgroups to work without disturbing one another. 

Process 

1. The facilitator divides the participants into approximately equal subgroups of six to 

nine members each. One “judge” and two observers are selected in each subgroup; 

the facilitator announces that the remaining members in each subgroup are “problem 

solvers.” 

2. The facilitator gives each subgroup a set of Puzzle Cards, gives the problem solver 

in each subgroup a copy of the Puzzle Cards Problem-Solver Sheet and a pencil, 

gives each judge a copy of the Puzzle Cards Judge Sheet, and gives each observer a 

piece of blank paper and a pencil. While the problem solvers and judges read their 

26 ❘❚ 


instructions, the facilitator assembles the observers and tells them that they are to 

note (a) the way in which the problem solver in their subgroup approaches the task, 

(b) the strategies they develop, and (c) the processes they use to solve the problem. 

The facilitator sends the observers back to their subgroups. (Ten minutes.) 

3. The facilitator announces that the problem solvers in each subgroup are to develop a 

written plan for how they will approach and solve the problem. (Fifteen to thirty 

minutes.) 

4. At the end of the planning period, the facilitator calls time and announces the 

beginning of the fifteen-minute problem-solving period. 

5. At the end of fifteen minutes, the facilitator calls time and directs the observers in 

each subgroup to provide feedback to the problem solvers on their problem-solving 

process. (Five to ten minutes.) 

6. The facilitator assembles the total group. In turn, for each subgroup: (a) the judge 

announces the time taken to solve the problem; (b) the problem solvers reveal their 

plans; and (c) the observers report on the problem-solving process and how closely it 

followed the plan. 

7. The facilitator then leads the total group in a discussion of the activity, focusing on 

such questions as: 

■ What were the difficulties in developing a problem-solving plan? Were there 

different interpretations of the plan within the subgroup? 

■ What differences were there between the published plans and the actual problemsolving 

process? How do the problem solvers account for the difference? 

■ Which approaches seemed most efficient in solving the particular problem? Why 

were these approaches most appropriate, given the nature of the problem and the 

resources available? 

■ How can these approaches be applied to back-home problems? What are the 

variables that need to be taken into account in choosing the most effective 

problem-solving approach? 


Variations 

■ 

The facilitator can post three problem-solving approaches on newsprint: 

■ If you are presented with a complicated problem, it is best to study all the facts and 

come up with a detailed plan before attempting any action, so that you know where 

you are going. 

■ To solve a complicated problem, it is not necessary to think it all out before you 

start, even if you have all the facts in front of you. It is best to plan only small steps 

as you go, keeping your overall objective in mind. 

■ Action is the important aspect of problem solving. It is not practical to make any 

plans until you have committed yourself to some action that you think may help. 

The effect of your action on the problem determines your next move. 

Participants then form subgroups according to which approach they think is best, and the 

problem solvers use the approach that their subgroup has selected. 

■ As step 8, the facilitator can give a lecturette on problem solving. 

Submitted by E.J. (Joe) Cummins. 

28 ❘❚ 


DIRECTIONS FOR PREPARING PUZZLE CARDS 

Prepare a complete set of twelve puzzle cards for each subgroup of six to nine 

participants. 

Each puzzle card should be prepared on stiff paper or cardboard and should be a 

minimum of 1.5" x 2", preferably 4" x 5". 

Each of the nine different symbols should be in a different color, i.e., all triangles 

are green, all lines are blue, etc. The symbols are line, triangle, Z, solid circle, cross, 

question mark, solid square, arrow, stick figure. 

The cards and their symbols should appear as follows (there are six symbols on 

each card): 


PUZZLE CARDS PROBLEM-SOLVER SHEET 

There are three roles in your subgroup: the problem solvers, the judge, and the 

observers. You are one of the problem solvers. 

Your group has been given twelve numbered cards, some of which have some 

symbols in common. Keep the cards in front of you throughout the activity. (The 

numbers on the cards are only to assist you in identifying them.) 

Your task is to identify one specific symbol (which only the judge knows) on the 

cards. To do this you may ask the judge whether a particular card bears the symbol that 

you are trying to identify (e.g., “Is the symbol on card 6?”). The judge will answer “yes” 

or “no.” You may ask about only one card at a time, and no other questions are 

permitted until all the problem solvers in your subgroup are certain that you have 

identified the correct symbol. 

Some facts about the cards: 

■ There are twelve cards. 

■ Each card has six individual symbols on it. 

■ There are a total of nine different symbols. 

■ Each symbol appears the same number of times on the twelve cards. 

----------------------------------------------------------------------------------------------------------- 

PUZZLE CARDS JUDGE SHEET 

There are three roles in your subgroup: the judge, the problem solvers, and the 

observers. You are the judge. 

The problem solvers have a set of twelve cards and will try to identify one symbol 

common to some of the cards. You are to select the symbol (any one will work equally 

well). 

Do not tell anyone which symbol you have selected until it is guessed correctly or 

the activity has ended. The problem solvers can ask you whether a particular card bears 

this symbol (e.g., “Is the symbol on card 6?”). They may ask you about only one card at 

a time. 

You are obliged to answer “yes” or “no” truthfully and can give no other 

information. When the problem solvers all have agreed that they have identified the 

correct symbol, they may ask you about that specific symbol only. 

You have another role that you should not reveal. Please record the time taken from 

the start of the activity until a successful conclusion is reached. 

30 ❘❚ 


❚❘ 

ANALYTICAL OR CREATIVE?: 

A PROBLEM-SOLVING COMPARISON 

Goals 

■ 

■ 

To provide an opportunity to compare analytical and creative problem-solving 

approaches. 

To increase awareness of one’s own capabilities in and preferences for these two 

approaches to problem solving. 

Group Size 

Several subgroups of three to five members each. 

Time Required 

Approximately one and one-half hours. 

Materials 

■ 

■ 

■ 

■ 

■ 

A copy of the Analytical or Creative? Positions Problem Sheet for each of the 

participants. 

A copy of the Analytical or Creative? Warehouse Problem Sheet for each of the 

participants. 

A copy of the Analytical or Creative? Warehouse Problem Solution Sheet for each of 

the participants. 

A pencil for each of the participants. 



A room with space for the subgroups to interact separately as well as for total-group 

discussion. 

Process 

1. The facilitator briefly explains the goals and process of the activity. 

2. The facilitator divides the participants into subgroups of three to five members each. 

3. The facilitator distributes a copy of the Analytical or Creative? Positions Problem 

Sheet and a pencil to each participant. He or she cites a few examples of analytical 

The Pfeiffer Library Volume 7, 2nd Edition. Copyright © 1998 Jossey-Bass/Pfeiffer ❚❘ 31

problem-solving techniques and tells the members that they will have ten minutes in 

which to solve the problem by analytical means. (Most subgroups will not be able to 

solve it.) 

4. As soon as one subgroup solves the problem or when the time has expired, the 

facilitator shows the solution (posted on newsprint) to the total group and 

demonstrates how the solution was reached. Then he or she reviews the 

characteristics of the analytical problem-solving approach, e.g., there usually is only 

one correct answer to the problem and the approach used to solve it usually involves 

the use of mathematics, a model, a matrix, a decision tree, or other deductive 

reasoning processes. (Fifteen minutes.) 

5. The facilitator distributes the Analytical or Creative? Warehouse Problem Sheets 

and announces that ten minutes will be allowed to solve the problem by creative 

means. (Again, some subgroups will not be able to solve the problem, but the 

facilitator should not give hints or structure their efforts.) 

6. After all subgroups have identified a solution or when the time has expired, each 

subgroup is directed to explain its solution and/or the approaches it used to solve the 

problem. (Three minutes each.) 

7. The facilitator gives each participant a copy of the Analytical or Creative? 

Warehouse Problem Solution Sheet and reviews the information on the sheet. The 

facilitator then reviews the characteristics of creative problem-solving processes, 

emphasizing the differences between the two approaches; i.e., the process of creative 

problem solving requires the ability to draw on experience, break down the problems 

in various ways, try out solutions, recombine ideas with other ideas, and use one’s 

imagination. The facilitator adds that there usually are several acceptable answers to 

problems that require a creative approach to problem solving. (Ten minutes.) 

8. The facilitator leads the participants in a discussion of which type of problemsolving 

approach they typically use and which type is most applicable to various 

kinds of problems. (Ten minutes.) 

9. Generalizations are drawn from the participants’ learnings, and the group discusses 

applications. (Fifteen minutes.) 

Variations 

■ 

■ 

Subgroups can compete. The fastest solution for the “analytical” problem wins, and 

the most ingenious solution to the “creative” problem wins. 

Subgroups can be given the problems to solve prior to any input on analytical or 

creative processes. After the problem-solving activity has been completed, 

participants are asked to review the process they followed to determine which 

approach was used in each of the subgroups. An input session contrasting the two 

approaches is then given. 

32 ❘❚ 

The Pfeiffer Library Volume 7, 2nd Edition. Copyright © 1998 Jossey-Bass/Pfeiffer

Solution to the Positions Problem 

Betty Sevald clerk steno manager accountant attorney 

Tom Arnold clerk steno manager accountant attorney 

Ed Hulbert clerk steno manager accountant attorney 

Sidney Cross clerk steno manager accountant attorney 

Ted Tucker clerk steno manager accountant attorney 

1. The attorney is a male (clue 1); cross off the attorney choice for Betty Sevald. 

2. Sidney Cross and Ted Tucker cannot be the manager, attorney, or accountant (clue 

2); cross off those choices for them. 

3. Neither Betty Sevald nor Tom Arnold is the accountant (clue 3); cross off those 

choices for them. This leaves only Ed Hulbert to be the accountant. 

4. Ted Tucker is not the steno (clues 2 and 4), so he must be the clerk. 

5. The only remaining job for Tom Arnold is the attorney. 

6. Sidney Cross can only be the steno (clue 2 and process of elimination). 

7. Betty Sevald must be the manager. 

Submitted by Bruce A. McDonald. 


ANALYTICAL OR CREATIVE? POSITIONS PROBLEM SHEET 

Betty Sevald, Tom Arnold, Ed Hulbert, Sidney Cross, and Ted Tucker comprise the 

personnel of a firm and fill the positions of clerk, stenographer, manager, accountant, 

and attorney, but not respectively. 

1. The stenographer bandaged the attorney’s finger when he cut it while using the 

former’s nail file. 

2. While the manager and the attorney were out of town, the accountant docked 

Tucker and Cross a half day’s pay for taking an afternoon off to go to the ball 

game. 

3. The accountant is a fine bridge player, and Arnold admires his ability. 

4. Tucker invited the stenographer to lunch but his invitation was not accepted. 

What position is held by each of the above people? 

----------------------------------------------------------------------------------------------------------- 

ANALYTICAL OR CREATIVE? WAREHOUSE PROBLEM SHEET 

While dealing with a rush inventory in a large warehouse, I found myself faced with the 

job of counting several thousand coal buckets. These buckets, which covered an area 

equal to several large rooms, were in stacks of twenty-four buckets each. If the stacks 

had been arranged in regular rows, the task would have been fairly simple. As it was, the 

stacks were pushed together in an irregular mass. 

It was impossible to walk over the buckets to count the stacks, and there was not 

enough time to rehandle and restack them for counting. Yet I counted the merchandise 

in about half an hour without touching a single bucket. Can you tell the method I used? 

34 ❘❚ 


ANALYTICAL OR CREATIVE? 

WAREHOUSE PROBLEM SOLUTION SHEET 

Example of a creative solution: 

Get above the buckets, take photos of the tops of the stacks with an instant camera, 

count the top buckets in the pictures, and multiply that number by twenty-four (the 

number of buckets in each stack). 

There is more than one way to arrive at this type of answer: 

1. Find an analogous problem and experiment with the problem-solving approach 

used for it. For example, to solve the problem posed in counting migrating 

waterfowl, photos are taken of flocks, the birds are counted, and estimations of 

migration patterns are made. 

2. Break the problem into little problems and address them one at a time, working 

toward a solution. 


❚❘ 

BRICKS: CREATIVE PROBLEM SOLVING 

Goals 

■ 

■ 

To provide the participants with an opportunity to practice creative problem solving. 

To allow the participants to experience the dynamics that are involved in group-task 

accomplishment. 

Group Size 

Three to five subgroups of four to seven participants each. 

Time Required 


Materials 

■ 

■ 

■ 

A copy of the Bricks Task Sheet for each participant. 


Masking tape for posting newsprint. 


A room large enough to allow the subgroups to complete their task without disturbing 

one another. 

Process 

1. The participants are assembled into three to five subgroups of four to seven each. 

2. Each participant is given a copy of the Bricks Task Sheet and is asked to read the 

handout. 

3. The facilitator elicits and answers questions about the task and reads the following 

guidelines for creative problem solving: 1 

■ 

■ 

Adopt a questioning attitude. 

Establish an environment of acceptance in which ideas are considered before they 

are judged. 

1 

Adapted from M.B. Ross, “Creativity and Creative Problem Solving,” in J.E. Jones and J.W. Pfeiffer (Eds.). The 1981 Annual 

Handbook for Group Facilitators, Pfeiffer & Company, 1981. 

36 ❘❚ 


■ 

Examine the problem from new angles; try stating it in atypical ways. 

■ Break the problem into its components and list as many alternatives as possible 

for each component. Then combine the alternatives to create new variations. 

Each subgroup is provided with a newsprint flip chart and a felt-tipped marker so 

that ideas can be recorded as the members work. Then the subgroups are told that 

they have fifteen minutes to accomplish the task and are invited to begin. 

4. After fifteen minutes each subgroup is instructed to stop its work and to prepare a 

five-minute presentation of its ideas for the total group. The facilitator suggests that 

newsprint posters be created as visual aids for the presentations. (Ten minutes.) 

5. The subgroups take turns delivering their presentations. Masking tape is provided so 

that the subgroups can display their posters. 

6. The facilitator leads a discussion of the entire activity by eliciting answers to the 

following questions: 

■ What method did your subgroup use to generate ideas? What was helpful about 

this method? What was not helpful? 

■ How was your subgroup’s approach “creative”? 

■ Did everyone in your subgroup participate equally? If not, why did some 

members participate more than others? What effect did the members’ levels of 

participation have on the subgroup’s ability to creatively solve the problem? 

■ How might this activity relate to problem solving at work? at home? 

■ What might be a first step toward incorporating creative problem solving into 

your back-home situation? 

Variations 

■ 

■ 

■ 

Each subgroup may be asked to generate uses for a specified quantity of a different 

material. Such materials may include packages of licorice whips, balls of yarn, can 

openers, and boxes of uncooked spaghetti. 

The facilitator may specify that the subgroups use brainstorming to accomplish their 

task. 

Issues related to competition among groups may be emphasized during the activity 

and the processing. 

Submitted by J. Allan Tyler. 


BRICKS TASK SHEET 

Your subgroup has just been stranded without provisions on a deserted island. In your 

search for supplies, you and your fellow members locate a little food and two thousand 

bricks. In discussing the situation, the subgroup determines that rescue probably will not 

occur for at least two weeks and that the food is insufficient to support everyone for that 

period. Therefore, the members decide that the task of immediate importance is to 

generate creative ways of using the bricks to increase chances for survival. 

38 ❘❚ 


❚❘ 

PEBBLES: 

VERTICAL AND LATERAL PROBLEM SOLVING 

Goals 

■ 

■ 

To provide an opportunity to compare vertical and lateral problem-solving 

approaches. 

To increase participants’ awareness of their preferences for and capabilities in these 

two approaches to problem solving. 

Group Size 

Several subgroups of three to five members each. 

Time Required 


Materials 

■ 

■ 

■ 

■ 

■ 

A copy of the Pebbles Problem Sheet for each participant. 

A copy of the Pebbles Solution Sheet for each participant. 



Masking tape. 


A room in which all subgroups can work without disrupting one another. 

Process 

1. The facilitator briefly explains the goals and process of the activity. (Three minutes.) 

2. The facilitator distributes a copy of the Pebbles Problem Sheet and a pencil to each 

participant and tells the participants that they have fifteen minutes in which to list 

their solutions to the problem. (Fifteen minutes.) 

3. The facilitator calls time and divides the participants into subgroups of three to five 

members each. The facilitator tells the subgroups that they have thirty minutes in 

which to list and prioritize their solutions to the problem. (Thirty minutes.) 


4. After all subgroups have identified their solutions or when time has expired, each 

subgroup is directed to explain their solutions or approaches that if selected to solve 

the problem. The subgroups alternate in reporting their solutions, starting with their 

first priorities. The facilitator lists the solutions on newsprint, putting the vertical 

solutions in one column and the lateral solutions in another column. (Fifteen 

minutes.) 

5. The facilitator reviews the characteristics of the vertical and lateral problem-solving 

processes and refers to the solutions generated as examples of each. The facilitator 

then gives each participant a copy of the Pebbles Solution Sheet and reviews the 

information on the sheet. (Ten minutes.) 

6. The facilitator leads the participants in a discussion of which type of problemsolving 

approach they typically use and which type is most applicable to various 

kinds of problems. The facilitator may ask the following questions: 

■ Which type of problem solving do you typically use? How effective is it? 

■ Which type of problem solving typically is used at work? at home? Why might 

there be a difference? 

■ What types of problems are best solved by vertical thinking? 

■ What types of problems are best solved by lateral thinking? 

■ When would a combination of the two approaches be appropriate? 

■ Which approach is most effective for solving a problems for which there is no 

“right” answer? 

■ If any participants are currently unable to solve a back-home problem, how might 

a change in the problem-solving approach help? 

7. Generalizations are drawn from the participants’ learnings, and the group discusses 

applications. (Fifteen minutes.) 

Variations 

■ 

■ 

The facilitator can explain the differences between vertical and lateral thinking at the 

beginning of the experience and direct the groups to generate both types of solutions. 

The facilitator can direct the subgroups to reassemble after step 5 and give them 

another problem to solve strictly by lateral thinking. 

Submitted by Dan Muller. 

40 ❘❚ 


PEBBLES PROBLEM SHEET 

Background: The Pebble Story 1 

Many years ago, when a person who owed money could be thrown into jail, a merchant 

in London had the misfortune to owe a huge sum to a money lender. The money lender, 

who was old and ugly, fancied the merchant’s beautiful, teen-aged daughter. He 

proposed a bargain. He said that he would cancel the merchant’s debt if he could have 

the girl. 

Both the merchant and his daughter were horrified at the proposal. So the cunning 

money lender proposed that they let providence decide the matter. He told them that he 

would put a black pebble and a white pebble into an empty money bag, then the girl 

would pick out one of the pebbles. If she chose the black pebble, she would become his 

wife and her father’s debt would be cancelled. If she chose the white pebble, she would 

stay with her father but the debt still would be cancelled. But if she refused to pick out 

the pebble, her father would be thrown into jail and she would starve. 

Reluctantly, the merchant agreed. They were standing on a pebble-strewn path in 

the merchant’s garden as they talked, and the money lender stooped down to pick up the 

two pebbles. As he picked up the pebbles, the girl, sharp-eyed with fright, noticed that 

he picked up two black pebbles and put them into the money bag. He then told the girl to 

pick out the pebble that was to decide her fate and that of her father. 

Instructions: Imagine that you are standing on that path in the merchant’s garden. 

1. What would you have done if you had been the unfortunate girl? 

2. If you had to advise her, what would you advise her to do? 

3. How did you reach your solution (briefly explain your thinking)? 

1 

“The Pebble Story” from NEW THINK: THE USE OF LATERAL THINKING IN THE GENERATION OF NEW IDEAS, by 

Edward de Bono. Copyright © 1967 by Edward de Bono. Reprinted by permission of Basic Books, a division of HarperCollins Publishers. 


PEBBLES SOLUTION SHEET 

There are two general approaches to problem solving. The one most often used in 

business is “vertical thinking”—a logical analysis with one step or premise following 

another and building to a conclusion or solution. This may be described as “straightline” 

thinking. The second is “lateral thinking,” in which all the things that relate to the 

problem are considered. Lateral thinking is typified by the process of brainstorming, in 

which all solutions are considered, no matter how far-fetched they may seem at first 

glance. It may be described as “sideways” thinking. 

In some cases, vertical thinking may be best and lateral thinking may indicate 

dishonesty. 

In other cases such as “The Pebble Story,” vertical thinking may fail to produce a 

solution and lateral thinking may be the best approach. 

Vertical thinkers are not usually of much help in the type of situation with which 

you have been dealing. The way they would analyze it, there might be three 

possibilities: 

1. The girl should refuse to take the pebble. 

2. The girl should show that there are two black pebbles in the bag and expose the 

money lender as a cheat. 

3. The girl should take a black pebble and sacrifice herself in order to save her 

father from prison. 

None of these suggestions is very helpful. If the girl does not take a pebble, her father 

will go to prison; if she does take a pebble, she will be forced to marry the money 

lender. 

Vertical thinkers are concerned with the fact that the girl has to take a pebble. 

Lateral thinkers become concerned with the pebble that is left behind. Vertical thinkers 

take the most reasonable view of a situation and then proceed logically and carefully to 

work it out. Lateral thinkers tend to explore all the different ways of looking at 

something, rather than accepting the most promising and proceeding from that. 

Solution: The girl in “The Pebble Story” put her hand into the money bag and drew out a 

pebble. Without looking at it, she fumbled and let it fall to the path, where it 

immediately was lost among all the other pebbles. “Oh, how clumsy of me,” she said, 

“but never mind; if you look into the bag, you will be able to tell which pebble I took by 

the color of the one that is left.” 

Because the remaining pebble was, of course, black, it must be assumed that she 

had taken out the white pebble—the money lender dare not admit his dishonesty. In this 

way, by using lateral thinking, the girl changed what seemed to be an impossible 

situation into an extremely advantageous one. The girl actually was better off in this way 

than she would have been if the money lender had been honest and had put one black 

and one white pebble into the bag, for then she would have had only an even chance of 

42 ❘❚ 


eing saved. As it happened, she was sure of remaining with her father and, at the same 

time, having his debt cancelled. 


❚❘ 

QC AGENDA: 

COLLABORATIVE PROBLEM IDENTIFICATION 

Goals 

■ 

■ 

To introduce the process by which quality circles identify and select work-related 

problems as projects. 

To allow the participants to practice behaviors that are associated with effective circle 

membership: participating collaboratively in circle efforts, listening to other members, 

and withholding judgment while considering issues that are before the circle. 

Group Size 

Two to four ongoing work groups. 

Time Required 


Materials 

■ 

■ 

■ 

■ 

A copy of the QC Agenda Work Sheet for each participant. 

A copy of the QC Agenda Procedure Sheet for each participant. 




A room that is large enough to allow each subgroup to work without disturbing the other 

subgroups. A writing surface should be provided for each participant. 

Process 

1. The facilitator introduces the activity as one that deals with the procedure used by 

quality circles to identify and select work-related problems as projects. 

2. Each participant is given a copy of the QC Agenda Work Sheet and a pencil and is 

instructed to complete the sheet. (Ten minutes.) 

3. The participants are assembled into their own work groups. The members of each 

subgroup are asked to share their work sheets and to select the one problem of those 

listed that they would most like to solve as a subgroup project. (Fifteen minutes.) 

44 ❘❚ 


4. After all subgroups have completed the task, the facilitator reassembles the total 

group and distributes copies of the QC Agenda Procedure Sheet and asks the 

participants to read this sheet. (Five minutes.) 

5. The facilitator briefly discusses the content of the procedure sheet and elicits and 

answers any questions that the participants may have. The participants are told that 

although it will not be possible within the course of the activity to complete the 

entire QC procedure, the remaining time will be spent on the first two steps 

described in the handout. (Ten minutes.) 

6. The individual work groups are reassembled, and each is given a newsprint flip chart 

and a felt-tipped marker. It is explained that each subgroup is to repeat the process of 

selecting one work-related problem as a project, but that this time the members are 

to take a different approach and follow steps 1 and 2 of the procedure used by 

quality circles. The facilitator emphasizes that the members should practice the 

behaviors cited in the procedure sheet: collaborative participation, careful and 

thoughtful listening, and withholding judgment until it is time to make a final 

decision. (Twenty minutes.) 

7. After all subgroups have chosen problems as projects, the total group is reconvened. 

The entire activity is discussed, and the facilitator asks the following questions: 

■ What were the differences in the two procedures used to complete the task? 

■ Which of these two procedures proved to be more satisfying to you? 

■ Did the second procedure change the chosen problem? If so, how? 

■ What appear to be the advantages of the procedure used by quality circles? What 

are the disadvantages? 

■ What additional behaviors besides those listed in the procedure sheet might be 

useful to members of quality circles? 

■ In your experience, how and by whom are work-related problems usually solved? 

What is your general level of satisfaction with the outcome? 

■ Which steps of the quality-circle procedure might be used by any group? What is 

it about these steps that can be generalized? 

Variations 

■ 

■ 

During step 4 the facilitator may lead a discussion by eliciting the participants’ 

feelings about and satisfaction with the first procedure chosen to complete the task. 

The activity may be continued by asking each individual work group to complete 

additional steps of the QC procedure. 


■ 

The facilitator may use the activity with new groups by instructing the participants to 

phrase their back-home problems in general terms (for example, absenteeism, unsafe 

working conditions, conflict, and high scrap rate). 

Submitted by Michael J. Miller. 

46 ❘❚ 


QC AGENDA WORK SHEET 

In the spaces provided below, list the work-related problems that are currently plaguing 

your immediate work group. Think of a problem as a situation or condition for which 

you can identify a difference between how things are and how you would like them to 

be. Be as specific as possible in stating each problem. 

1. 

2. 

3. 

4. 

5. 


QC AGENDA PROCEDURE SHEET 1 

A quality circle consists of three to twelve employees who constitute a single work unit. 

These employees may or may not perform the same work, but generally they do share 

the same work area, belong to the same department, and work for the same supervisor. 

They meet regularly, generally once a week on company time, for the purpose of 

identifying, analyzing, and solving problems related to their work and work area. They 

develop recommendations for solving these problems, present their recommendations to 

management (if necessary), implement solutions, and then evaluate the impact of the 

implemented solutions. 

In order to function effectively, the members of a quality circle must develop 

certain behaviors that allow them to complete the problem-solving procedure. These 

behaviors include not only participating collaboratively in circle efforts, but also 

listening carefully to fellow members and withholding judgment about various ideas and 

suggestions until it is time to select a final solution. 

The problem-solving procedure that calls for the use of these behaviors includes the 

following steps: 1 

1. Identifying Problems. To identify work-related problems, the members use a 

technique called brainstorming in which they take turns making contributions of 

problems that might make worthwhile projects. When used effectively, brainstorming 

works in the following way: 

■ As ideas are contributed, they are listed on newsprint or a chalkboard. 

■ Each member offers only one idea per turn. If a member does not have a 

contribution to make on any particular turn, he or she simply says “pass.” 

■ No opinions about ideas, either positive or negative, may be stated. The 

withholding of judgment at this point is important so that creativity is not stifled. 

■ The process continues until all contributions have been exhausted. 

2. Selecting a Problem. A circle works on solving only one problem at a time. The 

members discuss all problems identified in step 1 and then choose one. The process used 

to arrive at this choice is governed by the following principles: 

■ No voting, bargaining, or lobbying is permissible. 

■ Each member must be offered an opportunity to express his or her opinion and 

the reasons for holding this opinion. 

■ No member may say that the opinions of another member are “wrong.” 

■ All members must care about the problem that is finally chosen; they must be 

willing to commit themselves to its resolution. 

1 

Adapted from R.G. James and A.J. Elkins, How to Train and Lead a Quality Circle, copyright © 1983, Pfeiffer & Company, and from 

L. Fitzgerald and J. Murphy, Installing Quality Circles: A Strategic Approach, copyright © 1982, Pfeiffer & Company. 

48 ❘❚ 


■ The members must be able to do something about the chosen problem. Problems 

that the circle cannot possibly solve either on its own or with help provided by 

management constitute inappropriate projects. 

3. Analyzing the Problem. After a problem has been selected, it must be defined in 

writing in precise, detailed terms. Defining includes specifying why the situation or 

condition is a problem; where and when the problem exists; and the impact of the 

problem on productivity, morale, and so forth. Another task to be completed is 

determining the causes of the problem, which may necessitate obtaining data from 

experts. 

4. Generating and Evaluating Possible Solutions. During this step the members 

think as creatively as possible to come up with a wide range of alternative solutions. 

Brainstorming is the technique that is generally used for this process. Subsequently, the 

benefits, costs, and possible ramifications of each alternative are considered. 

5. Selecting a Solution. After each alternative has been analyzed, the members 

choose the one that seems most appropriate. 

6. Implementing the Solution. A detailed plan to guide the implementation is 

essential. When developing this plan, the members outline what should be done, when 

the work should begin, and who should do it. They also consider potential problems and 

ways to deal with these problems. Finally, they develop a plan for evaluating the 

solution by determining what they will accept as evidence that the solution has worked, 

how they will collect this evidence, who will collect it, and when it will be collected. 


❚❘ 

MARZILLI’S FINE ITALIAN FOODS: AN 

INTRODUCTION TO STRATEGIC THINKING 1 

Goals 

■ 

■ 

■ 

To help the participants to become more aware of the assumptions they make in 

solving problems. 

To demonstrate the value of suspending assumptions while engaged in problemsolving 

efforts. 

To introduce the participants to the concept of strategic thinking and to give them an 

opportunity to practice it. 

Group Size 

Fifteen to forty participants in subgroups of five to eight members each. 

Time Required 

Approximately one hour and thirty to forty-five minutes. 

Materials 

■ 

■ 

■ 

■ 

One copy of the Marzilli’s Fine Italian Foods Case Study Sheet for each of the 

participants. 

One copy of the Marzilli’s Fine Italian Foods Guidelines for Strategic Thinking for 

each of the participants. 




A large room in which the subgroups can work without disturbing one another. Movable 

chairs should be provided. 

Process 

1. The facilitator announces that the participants will be working on a case study and 

then asks them to assemble into subgroups of five to eight members each. 

1 

An excellent source of background on strategic thinking is Applied Strategic Planning: A Comprehensive Guide, by L.D. Goodstein, 

T.M. Nolan, and J.W. Pfeiffer, 1992, San Diego, CA: Pfeiffer & Company. 

50 ❘❚ 


2. Each participant is given a copy of the case study sheet and is asked to read the 

contents. (Five minutes.) 

3. The facilitator explains that within each subgroup the members are to spend twentyfive 

minutes discussing the case and deciding, as a subgroup, which of the two 

options presented is the better choice. The facilitator further explains that each 

subgroup should select a spokesperson to report the members’ decision and their 

rationale to the total group. Then the subgroups are told to begin. (Twenty-five 

minutes.) 

4. At the end of the working period, the facilitator calls time, reconvenes the total 

group, and asks the spokespersons to take turns reporting the decisions and 

rationales. If some subgroups have chosen alternatives beyond the two mentioned in 

the case study, the facilitator simply accepts their decisions without asking for 

clarification or elaboration. (Two minutes per report.) 

5. The facilitator gives each participant a copy of the guidelines for strategic thinking 

and leads a brief discussion of the handout. During the discussion the facilitator 

emphasizes how assumptions can govern planning options, points out the 

assumptions underlying the two options in the case study, defines strategic thinking 

as the search for opportunities in the environment, and provides examples of how to 

put each guideline into practice. (Ten minutes.) 

6. The participants are told to reconvene their subgroups and to open up their thinking 

about what Jim Marzilli’s options might be. The facilitator explains that this task 

necessitates abandoning all restrictive assumptions, searching for opportunities, and 

generating as many options as possible. In addition, the facilitator tells each 

subgroup to select a recorder to record the subgroup’s ideas and to present them later 

to the total group. Each recorder is given a newsprint flip chart and a felt-tipped 

marker. (Twenty minutes.) 

7. The facilitator tells the subgroups to stop their work, reconvenes the total group, and 

asks the recorders to take turns reporting. Each recorder posts his or her newsprint 

list at the beginning of the report; all lists remain posted for the duration of the 

activity. (Ten minutes.) 

8. The facilitator concludes with a discussion focused on the following questions: 

■ How did your thinking change after the discussion of the guidelines for strategic 

thinking? What different feelings did you experience? 

■ How did your subgroup’s process change as a response to the guidelines? How 

would you describe the difference in results between the first and second 

discussions of Marzilli’s options? 

■ What generalizations can you draw about the effect of assumptions on problem 

solving? What generalizations can you draw about eliminating restrictive 

assumptions? 


■ 

■ 

What are some of the assumptions you generally make in solving problems in 

your own work environment? 

What is one new action you might take to reduce the effect of assumptions in 

your own problem-solving efforts? 

Variations 

■ Because the decision about the future of the business rests to a great extent on Jim 

Marzilli’s values, the participants may be asked to assess these values during the 

course of the activity. 

■ In step 7 the facilitator may list the subgroup responses on newsprint in categories 

such as products/services, locations, types of distribution, and so on. Then the 

categories and their entries may be discussed. 

■ After the discussion in step 8, the participants may be asked to generate (1) a list of 

assumptions they make that restrict problem solving and (2) a method to eliminate or 

reduce the effects of each assumption. Then they could share their lists and methods 

in subgroups and receive feedback from their fellow subgroup members. 

■ The facilitator may continue the activity by asking the participants to examine and 

discuss the viability of the options presented. During the discussion the facilitator 

should ask the participants to consider what information they would need in order to 

make a wise decision about what should happen to the Marzilli business. 

■ The activity may be used with ongoing groups as a warm-up to an actual planning or 

problem-solving effort. 

■ The case study may be used as a planning problem in a workshop on strategic 

planning. In this case the participants would be asked to design a planning process 

that would allow Jim Marzilli to make a wise decision about the future of the 

business. Applied Strategic Planning: A Comprehensive Guide may be used as a 

model of the process to be followed, and the participants may be asked to discuss 

what they might do in each phase of strategic planning. The facilitator should note 

that continuing the strategic planning process in this fashion would require a great 

deal of additional time. 

Submitted by Homer H. Johnson. 

52 ❘❚ 


MARZILLI’S FINE ITALIAN FOODS CASE STUDY SHEET 

Marzilli’s Fine Italian Foods is a grocery store founded in 1945 by Gino Marzilli and his 

wife Maria. In its early years the business provided Italian specialty grocery items to the 

residents of an Italian immigrant neighborhood in the center-city area. Gino and Maria 

were immigrants themselves. Gino’s family ran a grocery store in Milan, Italy, and his 

own store had much of the flavor of Milan. 

Over the years the business has been quite successful. In 1962 Gino and Maria 

bought a large building not far from the original store. The building was remodeled and 

provided them with a much larger store area plus an apartment to live in. In 1970 they 

also began producing homemade pasta and a series of high-quality sauces to be used 

with Italian foods. The recipes were developed by Maria, and the products are sold 

exclusively at the store and have continued to be quite popular. 

Gino and Maria retired to Florida in 1982 and turned the business over to their only 

child, Jim Marzilli. Jim has been involved in the business all of his life. He is married, 

but his wife has not been involved in the business. They and their four children live in a 

southern suburb of the city. 

Although the business remained very successful in the 1980s, more recently the 

sales revenues have shown a steady decline. Jim attributes this decline to several factors. 

Most important is the fact that most of the old Italian population has moved from the 

center-city area to the suburbs. These people are dispersed in five or six southwestern 

suburbs that are a forty- to sixty-minute drive from the old neighborhood. Thus, many of 

the store “regulars” shop infrequently at Marzilli’s, although the store is crowded on 

Fridays and Saturdays, particularly before holidays and feast days. 

The center-city neighborhood where the store is located is now populated by young 

professionals. Although some of them patronize the store, they purchase only a limited 

number of items, such as the bread and certain sauces. Jim feels that this is because their 

knowledge of Italian cuisine is limited, although many seem to be interested in Italian 

cooking. 

Over the past year the business has been barely at the break-even point, and Jim 

feels it is time to do something about the situation. He would like the store to be the 

busy meeting place for Italians that it was in the 1960s but realizes that times have 

changed. He is 52 years old and does not want to retire or sell the business. Three of his 

four children now live out of town and are not interested in the business, but his 

youngest son Dom has expressed some interest. Dom lives in an apartment above the 

store and works downtown for a market-research firm. His wife June is a teacher and 

has helped in the store during rush times. Although June is not Italian, Jim says that she 

is almost as great an Italian cook as his mother. Dom and June have no children. 

At this point Jim sees two basic options: 

1. Maintain the same line of products, but cut back on the number of employees and 

store hours. Because much of the business comes from old customers who come on 


Fridays and Saturdays, Jim feels that he could maintain the same level of sales by being 

open only Tuesday through Saturday. 

He now has six employees and thinks he could get along with four. The shorter 

hours and cutback of employees will cut costs; and if sales remain at about the same 

level, Jim thinks the business will be profitable in the coming years. 

2. Start adding “American” foods to attract more of the current neighborhood 

residents. Thus, Marzilli’s would become a neighborhood grocery store rather than an 

Italian specialty food store. Jim would retain some Italian foods to serve his old 

customers, but their store would gradually evolve into a neighborhood grocery store. 

There are no grocery stores within a four- or five-block radius, and Jim feels that he 

could pick up a lot of neighborhood trade. 

Which of these two options would you recommend to Jim? 

54 ❘❚ 


MARZILLI’S FINE ITALIAN FOODS 

GUIDELINES FOR STRATEGIC THINKING 

1. Keep loose; open up your thinking; keep an open mind. 

2. Distinguish between the ends and means of planning so that you do not confuse how 

you accomplish your goals with what your goals are. 

3. Ask questions that you may not have had the time to ask previously. 

4. Focus on opportunities, not on resources. 

5. Identify your assumptions. Concentrate on the “restrictive assumptions”—those that 

you assume cannot be changed—and change them. 

6. Generate as many ideas as you can—the more the better. There is no such thing as a 

stupid idea. Some may prove better than others for the current situation, but you will 

not know which ideas are superior unless you express all that occur to you. 


❚❘ 

PUZZLING ENCOUNTERS: 

CREATIVE BRAINSTORMING 

Goals 

■ 

■ 

■ 

To help the participants to explore elements of teamwork in group problem solving. 

To help the participants to explore how to develop creative abilities in a group setting. 

To provide an opportunity for participants to compare individual creativity with group 

brainstorming activities. 

Group Size 

Three to six subgroups of four or five participants each. 

Time Required 

One hour and forty-five minutes. 

Materials 

■ One set of Puzzling Encounters cartoons, distributed as follows: 

■ Puzzling Encounters Cartoon 1 for the first subgroup. 

■ Puzzling Encounters Cartoon 2 for the second subgroup. 

■ Puzzling Encounters Cartoon 3 for the third subgroup. 

■ Puzzling Encounters Cartoon 4 for the fourth subgroup. 

■ Puzzling Encounters Cartoon 5 for the fifth subgroup. 

■ Puzzling Encounters Cartoon 6 for the sixth subgroup. 

■ Puzzling Encounters Cartoon 7 for step 6. 

■ At least six sheets of newsprint paper and several felt-tipped markers for each 

subgroup. 

■ A sheet of blank paper and a pencil for each participant. 

■ Overhead transparencies of each Puzzling Encounters cartoon. 

■ An overhead projector and screen. 

■ A newsprint flip chart and a felt-tipped marker for the facilitator. 

■ Masking tape for posting newsprint. 

56 ❘❚ 



A room with adequate space for subgroups to work without disturbing one another. A 

table and chairs should be provided for each subgroup. 

Process 

1. The facilitator introduces the goals of the activity, asks the participants to assemble 

into subgroups of no more than five participants each, and instructs each subgroup to 

be seated at a separate table. (Five minutes.) 

2. The facilitator distributes blank paper and a pencil to each participant and several 

sheets of newsprint and markers to each subgroup. The facilitator then distributes a 

different Puzzling Encounters handout to each subgroup. (Five minutes.) 

3. The facilitator explains that each of four rounds will last for three minutes. For 

round 1, each subgroup is instructed to generate as many captions for its cartoon as 

possible and to chart the captions on newsprint. (Five minutes.) 

4. After three minutes, the facilitator calls time. For round 2, each subgroup is directed 

to give its cartoon to another subgroup. Each subgroup is assigned to generate as 

many captions for the new cartoon as possible. Again the captions are charted on 

newsprint. (Five minutes.) 

5. The facilitator calls time. For round 3, the facilitator asks each subgroup to give its 

cartoon to a third subgroup, to generate captions for the third cartoon, and to chart 

the captions on newsprint. (Five minutes.) 

6. The facilitator calls time. For round 4, the facilitator uses an overhead projector to 

display a formerly unseen cartoon. The participants are instructed to work 

individually to generate captions for the cartoon and to write their captions on a 

sheet of blank paper. (Five minutes.) 

7. After three minutes, the total group is reconvened. The facilitator displays one of the 

cartoons, using the overhead projector and the prepared transparency. The three 

subgroups who worked with that cartoon post their lists of captions. After reading all 

the captions, the total group is polled to select a favorite caption. This process is 

repeated for each of the cartoons. (Thirty-five minutes). 

8. The participants take turns sharing the captions they independently assigned to the 

round-4 cartoon. They are given an opportunity to comment on the round-4 captions 

they consider most clever. (Fifteen minutes.) 

9. The facilitator then leads a concluding discussion based on the following questions: 

■ How did your subgroup generate ideas? What was helpful about this approach? 

How did this approach hinder creativity? 

■ How did your subgroup’s approach in the first three rounds differ from your 

independent approach in round 4? 


■ To what degree did the members of your subgroup participate? How did they 

participate? What effect did the participation have on the problem-solving 

process? What does this suggest about teamwork? 

■ In what ways did this activity reflect your previous experiences with group 

problem solving? In what ways was it different? What did you learn? 

■ How might this activity relate to problem solving or creativity at work? In a 

social setting? 

(Twenty-five minutes.) 

Variations 

■ 

■ 

■ 

■ 

The facilitator may substitute any single-frame cartoons for the ones provided. 

As an icebreaker activity, the facilitator may cut each cartoon into puzzle pieces. 

Subgroups are formed when the participants locate the other participants with pieces 

of the same puzzle. 

The first subgroup could write a portion of each caption, the second subgroup could 

add a few words, and the third subgroup could complete it. 

Participants may work individually on each cartoon within their subgroups before 

working together to generate ideas. 

Submitted by Barbara Harville. 

58 ❘❚ 


PUZZLING ENCOUNTERS CARTOON 1 



60 ❘❚ 





62 ❘❚ 





64 ❘❚ 




❚❘ 

GREENBACK FINANCIAL SERVICES: 

COMPETITIVE OR COLLABORATIVE 

PROBLEM SOLVING? 

Goals 

■ 

■ 

■ 

■ 

To offer the participants an opportunity to experience a group problem-solving 

situation. 

To assist the participants in identifying the feelings evoked by different problemsolving 

techniques. 

To help the participants to determine when competition and collaboration are 

appropriate as problem-solving strategies. 

To encourage the participants to analyze the effectiveness of their own problemsolving 

techniques. 

Group Size 

Three or four subgroups of seven or eight participants each. 

Time Required 

One and one-half to two hours. 

Materials 

■ A copy of the Greenback Financial Services Background and Task Sheet for each 

participant. 

■ A set of Greenback Financial Services Role Sheets 1 through 6 for each subgroup (a 

different sheet for each of six members). 

■ A copy of the Greenback Financial Services Observer Sheet for each observer. 

■ A clipboard or other portable writing surface for each observer. 

■ A pencil for each participant. 

■ Seven or eight name tags for each subgroup. Prior to conducting the activity, the 

facilitator completes six of each subgroup’s tags with the job titles appearing on the 

role sheets and the remaining one or two tags with the word “Observer.” 


A large room in which the subgroups can conduct their role plays without disturbing one 

another. It is helpful but not essential to have a table and chairs for each subgroup. 

66 ❘❚ 


Process 

1. After announcing that the participants will be involved in a role play, the facilitator 

assembles subgroups of seven or eight members each. 

2. The facilitator distributes copies of the Greenback Financial Services Background 

and Task Sheet and asks the participants to read this sheet. (Five minutes.) 

3. Role sheets are distributed within each subgroup in such a way that each of six 

members receives a different sheet. Each of the remaining members of the subgroup 

receives a copy of the observer sheet and a clipboard or other portable writing 

surface. Pencils and name tags are distributed within each subgroup, and the 

participants are instructed to wear their name tags for the duration of the activity. 

4. All participants are instructed to read their handouts, and the role players are asked 

to spend the next few minutes thinking about how to play their roles. During this 

time the facilitator meets with the observers in a separate area of the room, eliciting 

and answering questions about their task. (Five minutes.) 

5. The observers return to their subgroups. The facilitator invites the participants to ask 

questions about the background situation but not about individual roles. After 

answering questions the facilitator emphasizes the need for authentic role behavior 

to simulate reality and then instructs the subgroups to begin. 

6. After thirty minutes the facilitator tells the subgroups to stop their role plays and 

asks the following questions: 

■ How satisfied are you with the outcome of your subgroup’s work? How satisfied 

are you with the process that your subgroup used to solve the problem? 

■ During the role play, what were your feelings toward your fellow role players? 

How did you feel about your own behavior? 

■ What things were said or done that were helpful in terms of solving the problem? 

What things were not helpful? How did the helpful and unhelpful things affect the 

team process? 

■ What could have been done differently to improve the outcome? 

(Fifteen minutes.) 

7. The observers are invited to take turns sharing their observations, with all observers 

responding to a single question on the observer sheet before proceeding to the next. 

The role players are encouraged to share their reactions to the observers’ comments. 

(Fifteen to twenty minutes.) 

8. The facilitator briefly presents the differences between win-lose and win-win 

approaches to conflict 1 and then leads a concluding discussion based on these 

questions: 

1 

See, for example, “Win/Lose Situations” by G.E. Wiley, 1973, in J.E. Jones and J.W. Pfeiffer (Eds.), The 1973 annual handbook for 

group facilitators (pp. 105-107), San Diego, CA: Pfeiffer & Company. 


■ 

■ 

■ 

■ 

■ 

■ 

In what ways did the role-play situation resemble other problem situations that 

you have encountered at work or at home? 

When you are involved in competition with another person, what techniques do 

you generally use? In the end how satisfied are you with the process and the 

outcome? 

When is competitive (win-lose) behavior appropriate? What are the advantages 

and drawbacks of competitive behavior? 

When is collaborative (win-win) behavior appropriate? What are its advantages 

and drawbacks? 

What might be the impact of competition on a group? What might be the impact 

of collaboration? 

What have you learned about problem solving, competition, and collaboration as 

a result of this activity? What techniques would you like to try during your next 

problem-solving effort with another person? 

Variations 

■ With minimal rewriting of the role sheets, the facilitator may add other issues to be 

considered, such as sexual or racial stereotypes. 

■ The competitive element may be emphasized further by structuring the activity so that 

the subgroups compete against one another for the quickest or best solution. 

Submitted by John E. Hebden. 

68 ❘❚ 


GREENBACK FINANCIAL SERVICES BACKGROUND AND TASK SHEET 

Greenback Financial Services, Inc., founded in 1973, provides a range of financial 

services to clients that include both private individuals and small- to medium-sized 

organizations. These services include buying and selling stocks and insurance, 

establishing and administering trust funds, advising about taxes, and funding loans and 

mortgages. 

Recently Greenback has been undergoing considerable change. Its top-management 

team, which formerly included a number of accountants and financial experts 

responsible for different aspects of the company’s services, is now much smaller and is 

based on the company’s functional areas. The team members are the president, who 

works part-time; the executive vice president; the vice president of finance; the vice 

president of marketing; the vice president of operations; and the vice president of human 

resource development (HRD). Although this change reflected a number of pressures that 

were becoming irresistible, such as the need for new technology, it has not been 

universally welcomed. 

Another major change is the team members’ upcoming relocation from their present 

inner-city offices to Greenback Manor, a large estate in the suburbs that the company 

already leases as its main operational base. This move will enable the company to 

achieve considerable savings by eliminating the need to lease separate office space for 

the team members. 

In addition, a decision has been made to reduce secretarial services throughout the 

company as a result of introducing new word-processing equipment. In the past each 

member of the top-management team has had his or her own secretary, but now the 

members will be sharing secretarial services to some extent. 

Greenback Manor is an elegant building in the Georgian style. It has three floors 

and a basement. Part of the basement has been converted into a kitchen and a dining 

room; the remainder is used for such services as maintenance and security. 

The ground floor has a number of large rooms, including a former banquet hall and 

a ballroom that are now used for general-office purposes based on open-plan principles 

and using movable partitions as needed. The other rooms on this floor are used by 

department managers and section heads responsible for administrative work. The top 

floor consists of many small rooms that serve as offices for junior managers. 

The relocated members of the top-management team and their secretaries are to be 

housed on the middle floor, whose former occupants have been moved either to the 

ground floor or top floor. As shown on the floor plan in Figure 1, there are ten rooms (1 

through 6 and A through D). Rooms 1 through 6 have been earmarked for the six 

members of the top-management team. However, provision has been made for only four 

secretaries (Rooms A through D). The problem that now faces the team members 

concerns the allocation of rooms and of secretarial services. 

Rooms 1, 2, 3, and 4 are located on the front of the building overlooking gardens 

and a fountain. Rooms 1 and 4 have sole access to their respective secretarial rooms, A 


and C; thus, Rooms A and C would be ideal for private secretaries. Rooms 2 and 3 share 

access to a single secretarial room, B. 

Rooms 5 and 6 are slightly smaller than Rooms 1 through 4; are at the rear of the 

building; and overlook the delivery area, a generator, and the parking lot. Both rooms 

have access to a single secretarial room, D. 

Although all of the rooms on the middle floor are being refurbished and 

redecorated, the lease on Greenback Manor stipulates that no structural alterations to 

walls or doors are permitted. Similarly, no additional rooms or subdivisions may be 

created. 

You are a member of the top-management team. You and your fellow team 

members will be meeting soon to reach a consensus on the allocation of the team 

members’ rooms and secretarial services. All of you must be able to live with the final 

decision, and voting is not allowed. 

Figure 1. Floor Plan for Middle Floor, Greenback Manor 

70 ❘❚ 


GREENBACK FINANCIAL SERVICES ROLE SHEET 1 

President 

You are sixty-seven years old. For the past seven years you have served the company as 

president on a part-time basis. You have not sought to involve yourself in the day-to-day 

operations of the company. Instead, you believe that your role is to oversee the 

company’s broader strategic development and to leave the task of running the company 

on a daily basis to the vice presidents. 

From time to time this point of view has resulted in conflict with the executive vice 

president and the vice president of finance, both of whom believe that the people most 

qualified to run Greenback are its financial specialists. For example, you have taken a 

particular interest in new technology and were largely responsible for promoting the 

former operations director to vice president of operations—and, therefore, to the topmanagement 

team—in light of that person’s considerable reputation in the field of high 

technology. Similarly, you saw to it that the human resource development (HRD) 

function assumed its rightful importance within the company by making it a department 

with its own vice president on the top-management team. These moves have not 

endeared you to the executive vice president and the vice president of finance. 

Although you serve on several other boards that impose time commitments, you put 

in an appearance at Greenback two or three days each week and feel that someone of 

your status and seniority should not occupy an office in the rear of the building. 

You could concede that a full-time secretary might be an extravagance for a parttime 

director. However, you periodically entertain on behalf of the company, thereby 

establishing contacts at senior levels in other organizations; and on these occasions you 

need the assistance of a secretary. 



Executive Vice President 

You are fifty-seven years old and have been in your position for five years. You are the 

number two person in the company, second only to the president. You are an accountant 

by training, and you believe that the people most qualified to run Greenback are its 

financial experts. Consequently, you are concerned that nonfinancial functions such as 

marketing and human resource development (HRD) are represented on the topmanagement 

team. You fear that the next step will be the introduction of trade unions. 

Of even greater concern is the recent adoption of new technology. It is particularly 

distressing to you that the head of operations, who is responsible for the company’s 

technical function, is now a vice president and a member of the top-management team. 

You are not only suspicious of high technology but also afraid that the accessibility of 

computers within the company will threaten your monopoly of knowledge about how 

the company is run. 

Before you assumed your current position you were the vice president of finance, 

and the present financial vice president was your protégé. If the president, who works 

only part-time, can be persuaded to retire in the next three years, you would like to give 

up your present post and take over as president—but on a full-time basis so that you can 

have complete control over the way the company is run. Your natural successor would 

be the financial vice president, in whom you have complete trust and for whom you feel 

a great deal of empathy. 

Room 1 would be best suited to your needs; it is bright and sunny, and you prefer to 

work under strong, natural light. Although you realize that other members of the topmanagement 

team may have a greater need for secretarial services, you feel that your 

position entitles you to a full-time, private secretary. 

72 ❘❚ 



Vice President of Finance 

You are forty-nine years old. You assumed your present position when the former vice 

president of finance, your mentor, was made executive vice president five years ago. 

Now you see yourself as the executive vice president’s heir apparent. The company has 

always had a financial expert at the top; after the executive vice president becomes 

president, you expect to be promoted and then groomed for that role yourself. 

Because you spend almost all of your time in the office and because your work is 

extremely confidential, you cannot contemplate working in one of the smaller offices or 

without a permanent secretary assigned exclusively to you. Consequently, you feel that 

you should have either Room 1 or Room 4. 



Vice President of Marketing 

You are forty-four years old and have been in your position for two years. You are 

ambitious and, it is said, sometimes a little aggressive. The role of marketing is 

becoming increasingly critical in the company as the range of services offered by 

financial institutions grows and the competition becomes more severe. In your opinion 

new services must be developed continually if the company is to ensure its long-term 

survival. However, you believe that this opinion is not shared by the executive vice 

president, who is an accountant by training, or by some of your other colleagues in top 

management. You do not wish to alienate the executive vice president, who will 

eventually succeed the president and will have an important say in nominating the next 

executive vice president. 

You are frequently out of your office because you are obliged to travel on business. 

However, when you are in town, you often host meetings with important clients. This 

function means that you are essentially an ambassador for the company and, therefore, 

that you require one of the best office spaces available. 

Being away so much places considerable responsibility on your secretary; 

consequently, you cannot contemplate having to share secretarial services. In addition, 

twice each year you make a business trip overseas to investigate new marketing and 

merchandising trends; on these occasions your secretary, who accompanies you, 

provides much-needed assistance. 

74 ❘❚ 



Vice President of Human Resource Development (HRD) 

You are forty-five years old and were hired two months ago. Previously you were the 

vice president of personnel in a multinational pharmaceutical company. 

You are the first person to hold the position of vice president of HRD at Greenback. 

Before your appointment your responsibilities were carried out by a person at middlemanagement 

level who reported to the vice president of finance. Representation of your 

function on the top-management team was intended to demonstrate the company’s 

commitment to HRD. However, because you are new to the company you have not fully 

grasped the politics behind your appointment. 

You do not relish the idea of an office that is small and potentially subject to the 

noise of the parking lot and the delivery area. Greenback is trying hard to improve its 

image in the eyes of its employees. To do this it is important that the HRD function be 

seen as receiving appropriate treatment from the company. If the vice president of HRD 

is given inferior accommodations, what hope can the rank and file have for fair and 

equitable treatment? 

You feel that you must have your own secretary. You cannot see how the 

confidentiality of the personnel records, which must be kept in your secretary’s office, 

could be ensured if you were forced to share a secretary. When you were interviewed for 

your job, you were told only that a move was planned “to a country-house location.” 

You naturally expected the full secretarial assistance that the position of vice president 

merits. The present situation came as a shock to you. If this means that the company’s 

top management is not serious about HRD, you will feel that you have made a serious 

career error in taking your position. 



Vice President of Operations 

You are thirty-eight years old and have worked for Greenback for thirteen years. After 

graduating from college, you started with Greenback as a programmer. You were 

promoted three times—first to chief programmer, then to data processing manager, and 

finally to operations director—before assuming your present position as vice president 

of operations. Your appointment to the top-management team came as a surprise to you 

but reflected the growing importance of information technology to the company’s 

operations. 

You have developed a good reputation, speaking at conferences both in this country 

and abroad. At the time of your last promotion, you were being actively sought by 

recruiters for the financial industry. Despite your reputation, you feel that the vice 

president of finance and the executive vice president were at best lukewarm about your 

appointment. They seem to see the company as belonging exclusively to the financial 

experts. 

Your view of the office allocation is simple: The computer equipment housed in 

your office must be protected from excessive heat and dust and the potential disturbance 

from the generator. Consequently, you need either Room 1 or Room 4. Also, you must 

have a secretary who is familiar with the technical side of your work and can on 

occasion operate the computer equipment, which must be wired from your office to the 

secretary’s office. 

76 ❘❚ 


GREENBACK FINANCIAL SERVICES OBSERVER SHEET 

Instructions: During the upcoming role play you are to listen and observe carefully and 

answer the following questions. Later you will be asked to share your observations with 

the total group. 

1. What issues was this team facing? What forces seemed to be driving the problemsolving 

process? 

2. What leverage points did the team members use? How did this affect the problemsolving 

process? 

3. How would you describe the team climate? (Was it competitive or collaborative?) 

How did it change throughout the process? How do you account for that change? 

4. How did the team reach consensus? How would you describe that decision-making 

process? 


❚❘ 

NOMINAL GROUP TECHNIQUE: AN APPLIED 

GROUP PROBLEM-SOLVING ACTIVITY 

Goals 

■ 

■ 

■ 

■ 

To increase creativity and participation in group meetings involving problem-solving 

and/or fact-finding tasks. 

To develop or expand perception of critical issues within problem areas. 

To identify priorities of selected issues within problems, considering the viewpoints 

of differently oriented groups. 

To obtain the input of many individuals without the dysfunction of unbalanced 

participation, which often occurs in large groups. 

Group Size 

Any number of subgroups of five to eight participants each. 

Time Required 

Two hours. 

Materials 

■ Newsprint and felt-tipped markers for each subgroup. 

■ A copy of the Nominal Group Task Statement Form for each participant. 

■ Twenty 3" x 5" cards for each participant. 

■ Blank paper and a pencil for each participant. 

■ A copy of the Nominal Group Tally Sheet for each subgroup. 



Subgroups are seated around tables with newsprint nearby for recording purposes. 

Process 

1. The facilitator states that each person’s role is to contribute his or her perceptions, 

expertise, and experience to defining the critical issues within the problem at hand. 

The facilitator stresses that the theme of the experience is “problem-centering” 

78 ❘❚ 


ather than “solution-finding.” Thus, a nominal group can be defined as one in which 

individuals work in the presence of others but do not interact verbally with one 

another except at specified times. 

2. The facilitator divides the participants into subgroups of five to eight persons each. 

Each participant is given a copy of the Nominal Group Task Statement Form and is 

asked to respond in writing to the question or statement on the form. The facilitator 

gives an example of the kind of response desired. (This process takes about ten 

minutes.) 

3. Without discussion, silently and independently, each participant lists on the Nominal 

Group Task Statement Form those facts and resources needed to deal with the 

question. The facilitator enforces silence by requesting that those who have stopped 

writing not interfere with others and that they think more deeply for other possible 

items. (Fifteen to twenty minutes.) 

4. A volunteer in each subgroup acts as recorder for that subgroup and asks each 

participant in turn to present an item that that person has listed on the Nominal 

Group Task Statement Form. The items are recorded on the newsprint. This 

continues until each participant’s list has been included. Discussion of items is not 

allowed and no concern is given to overlap of items at this time. However, 

“hitchhiking” is encouraged by having members generate new ideas on their forms, 

based on items presented by others in the group. (Thirty minutes.) 

5. Subgroups now discuss the items listed on their master sheet for purposes of 

clarification, elaboration, or addition of new items. Items are not to be condensed or 

collapsed into categories. (Fifteen minutes.) 

6. Without discussion, each subgroup member selects from the master sheet and list on 

separate 3" x 5" cards (by name and number) the ten items he or she feels are most 

critical to the solution of the problem. Then each one places the ten selected issues 

on the table. These then are ranked by placing a “1” in the upper right corner of the 

card with the most important item, a “2” in the upper right corner of the card with 

the next most important item, and so on until all ten items selected have been 

ranked. (Fifteen minutes.) 

7. When all members have voted, the subgroup recorder collects the 3" x 5" cards from 

each member, tabulates the results on the Nominal Group Tally Sheet, and shares the 

results with the subgroup. 

8. Further discussion and clarification of the ranking of priorities are led by the 

recorder to ensure that all members understand what is meant by each priority. (Ten 

minutes.) 

9. Each participant is asked to select from the master chart the ten items he or she now 

considers most important. Silently and independently, each participant lists these 

items by name and number on new 3" x 5" cards and then ranks them by numbering 


(from 1 to 10) the upper right corner of the cards, as before. (Any changed opinions 

resulting from the previous discussion should be reflected.) 

10. The ten items are then rated by having each participant assign a value of 100 to the 

most important priority card. Next, values between 0 and 100 are assigned to the 

remaining nine item-cards so as to indicate relative differences in importance 

between the items. 

11. The rerankings and ratings are then collected and tallied by the subgroup recorder. 

12. All participants meet together and the latest votes of each subgroup are reported to 

the entire audience. The facilitator leads a discussion and again states that the reason 

for the experience was to be able to understand better the critical issues of a problem 

area. 

Variations 

■ 

■ 

■ 

A single target group or different target groups can be used to respond to the same 

problem (e.g., providers of services and consumers of services, etc.). 

The facilitator may wish to use one problem with a conventional interacting group 

and generate a set of responses, then lead into this exercise with a different problem 

and compare the results of the two methods in terms of number of items generated, 

acceptance of high-priority items by all members, etc. 

A simple listing of priorities or ranking only (instead of ratings) may be appropriate if 

one does not seek an understanding of the importance of priorities. 

Submitted by David L. Ford, Jr. Adapted from A. Delbecq and A. Van de Ven, “A Group Process Model for Problem Identification and 

Program Planning,” Journal of Applied Behavioral Science, 1971, 7, 468-491. 

80 ❘❚ 


NOMINAL GROUP TASK STATEMENT FORM 

Problem: (Example) How would you compile and produce an informational brochure on 

your organization? 

1. ___________________________________________________________________ 

2. ___________________________________________________________________ 

3. ___________________________________________________________________ 

4. ___________________________________________________________________ 

5. ___________________________________________________________________ 

6. ___________________________________________________________________ 

7. ___________________________________________________________________ 

8. ___________________________________________________________________ 

9. ___________________________________________________________________ 

10. ___________________________________________________________________ 

11. ___________________________________________________________________ 

12. ___________________________________________________________________ 

13. ___________________________________________________________________ 

14. ___________________________________________________________________ 

15. ___________________________________________________________________ 

16. ___________________________________________________________________ 

17. ___________________________________________________________________ 

18. ___________________________________________________________________ 

19. ___________________________________________________________________ 

20. ___________________________________________________________________ 


NOMINAL GROUP TALLY SHEET 

Item Number Ranks Assigned by Participants Average of Ranks 

1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

10. 

82 ❘❚ 


❚❘ 

PACKAGE TOUR: 

LEADERSHIP AND CONSENSUS SEEKING 

Goals 

■ 

■ 

■ 

To demonstrate the need for consensus on group goals. 

To demonstrate leadership techniques and strategies in conducting meetings. 

To experience the impact of hidden agendas on group decision making. 

Group Size 

An unlimited number of subgroups of six members each. Additional participants may be 

used as observers. 

Time Required 

Approximately two hours. 

Materials 

■ A Package Tour Leader’s Instruction Sheet for each leader (and each observer, if 

observers are used). 

■ For each subgroup, six envelopes, labeled A to F, each containing one Package Tour 

General Instruction Sheet and one Package Tour Agent’s Instruction Card. 

■ A copy of the Package Tour Observer Sheet for each observer. 

■ Newsprint and felt-tipped markers for the facilitator and for each subgroup. 


A room large enough so that the individual subgroups can work without being disturbed 

or one room in which the total group can meet and several smaller rooms in which 

individual subgroups can meet. A table and chairs for each subgroup. 

Process 

1. The facilitator forms subgroups of six members each, has them assemble at tables, 

and selects a leader for each subgroup. (Additional members may be assigned to 

subgroups as observers.) Each subgroup receives a supply of newsprint and felttipped 

markers. 


2. The leaders are instructed to gather together in one area of the room, leaving their 

subgroups at their tables. The facilitator gives each of the leaders (and observers) a 

copy of the Package Tour Leader’s Instruction Sheet and the Package Tour General 

Instruction Sheet and allows time for them to read the sheets. The facilitator then 

answers any questions. 

3. If observers are used, the facilitator briefs them by discussing the process issues they 

should look for and the role of the process observer. Each observer is also given a 

copy of the Package Tour Observer Sheet. The observers are informed that they will 

present five-minute reports during the review stage. 

4. The facilitator summarizes the task and gives each leader six envelopes (Package 

Tour Agents’ Envelopes). The leader receives envelope “A” and is told to distribute 

the other envelopes to the remaining members of his or her subgroup. The facilitator 

cautions the leaders that the contents of an envelope may not be examined by 

anyone other than the member who receives it. 

5. The subgroups are allotted fifty minutes to complete their tasks. 

6. At the end of fifty minutes, the total group reassembles. Observers present their 

reports on process issues observed in the subgroups. The facilitator then summarizes 

these and identifies areas for future process planning. 

7. The itinerary charts for each subgroup are displayed, and the facilitator leads a 

discussion on the reasons for the various subgroups’ results. The participants are 

informed that there is no “correct” solution. The facilitator then highlights the effect 

that the objectives (goals) set by each subgroup had on the results achieved and 

discusses the effects that the hidden agendas of the members from Circusia and Eden 

had on the groups processes. 

Variation 

■ 

If only five members are available in a group, the agent representing Eden can be 

asked to look after the interests of Flounce. 

Submitted by Peter Mumford. 

84 ❘❚ 


PACKAGE TOUR LEADER’S INSTRUCTION SHEET 

You have called a meeting of travel agents to arrange a package tour of six countries: 

Abalonia (A), Bossonovia (B), Circusia (C), Dismarch (D), Eden (E), and Flounce (F). 

You are the agent representing Abalonia. 

Travel agents will get a percentage of the total receipts for this tour, based on the 

following formula: 

1. Order of Visit to Their Country 

1 2 3 4 5 6 

20% 5% 10% 15% 5% 25% 

2. Time in Their Company 

4 days +10% 

3 days + 5% 

2.5 days – 5% 

2 days or less –10% 

----------------------------------------------------------------------------------------------------------- 

PACKAGE TOUR GENERAL INSTRUCTION SHEET 

You are a travel agent representing a country that encourages tourism. You have been 

asked to agree on the format for a six-country, package-tour holiday. 

■ 

■ 

■ 

■ 

■ 

■ 

■ 

Each agent has been asked by his or her government to ensure that (a) the tour stays in 

that country as long as possible and that (b) tourists spend the maximum amount of 

money in that country. 

Each country will be allowed to have one attractive feature highlighted in the 

brochure. 

The tour will last fourteen days. 

Four days is considered the ideal period for a tour to stay in a country. 

Tourists’ maximum spending generally takes place in the first and last periods or 

countries visited. 

Your group has to agree on the composition of the brochure: 

1. The order of visits. 

2. The length of stay in each country. 

3. The feature of each country to be highlighted. 

The time spent traveling to each country need not be considered in this schedule. 


PACKAGE TOUR AGENTS’ INSTRUCTION CARDS 

----------------------------------------------------------------------------------------------------------- 

Envelope A 

You are the travel agent from Abalonia. 

Abalonia is renowned for sandy beaches and safe bathing. 

Flounce is renowned for religious festivals. 

Dismarch is renowned for local handicrafts. 

----------------------------------------------------------------------------------------------------------- 

Envelope B 

You are the travel agent from Bossonovia. 

Bossonovia is renowned for superb mountain scenery. 

Eden is renowned for excellent wine. 

Circusia is renowned for colorful local festivals. 

----------------------------------------------------------------------------------------------------------- 

Envelope C 

You are the travel agent from Circusia. 

Circusia is renowned for casinos. 

Dismarch is renowned for safe, sandy beaches. 

Flounce is renowned for beautiful buildings and churches. 

Personal message: “You are in debt to the agent from Bossonovia. If the agent were to 

call in this debt you would be bankrupt.” 

86 ❘❚ 


----------------------------------------------------------------------------------------------------------- 

Envelope D 

You are the travel agent from Dismarch. 

Dismarch is renowned for excellent hotels. 

Abalonia is renowned for food and restaurants. 

Bossonovia is renowned for local handicrafts. 

----------------------------------------------------------------------------------------------------------- 

Envelope E 

You are the travel agent from Eden. 

Eden is renowned for a temperate climate. 

Abalonia is renowned for a sophisticated night life. 

Bossonovia is renowned for splendid shopping facilities. 

Personal Message: “Your government is trying to arrange a secret treaty with Flounce. 

The manager of the Flounce agency is a relative of the Prime Minister of Eden.” 

----------------------------------------------------------------------------------------------------------- 

Envelope F 

You are the travel agent from Flounce. 

Flounce is renowned for get-away-from-it-all secluded villages. 

Circusia is renowned for hot sun. 

Eden is renowned for horse racing. 


PACKAGE TOUR OBSERVER SHEET 

Record verbal and nonverbal behaviors, guided by the statements and questions that 

follow. Try to focus on the processes that emerge rather than on the content of what is 

said. 

1. Structure: how the subgroup organizes to accomplish its task. What ground rules 

emerge? What leadership behaviors are displayed? How are decisions made? How is 

information treated? 

2. Climate: the psychological atmosphere of the meeting. How are feelings (as opposed 

to points of view) dealt with? What nonverbal behavior indicates changes in 

climate? How do members’ voices denote feeling tone? 

3. Facilitation: how subgroup members influence the development of the subgroup. 

Does the subgroup process itself? What group-building behaviors (bringing in silent 

members, harmonizing conflict, reinforcing participation, etc.) are engaged in? 

88 ❘❚ 


4. Dysfunctions: behaviors that hinder the accomplishment of the subgroup’s task. 

What anti-group behaviors (blocking, recognition-seeking, dominating, 

withdrawing, etc.) are seen? What communication patterns develop that are 

dysfunctional to the subgroup? 

5. Convergence: how the subgroup moves from independence to collective judgment. 

What behaviors promote agreement? What consensus-seeking behaviors are 

observed? What “false” consensus behaviors (such as “me too,” “I’ll go along with 

that”) are displayed? 


❚❘ 

VACATION SCHEDULE: 

GROUP PROBLEM SOLVING 

Goals 

■ 

■ 

To explore the advantages and disadvantages of using group decision-making 

procedures to resolve complex issues. 

To increase awareness of supervisory responsibilities in situations concerning 

decision making. 

Group Size 

Any number of subgroups of five members each. 

Time Required 


Materials 

■ 

■ 

A copy of a different Vacation Schedule Role-Play Sheet for each group member 

(Supervisor, Marge, George, Annie, and Sam). 

Newsprint and a felt-tipped marker for each subgroup. 


A room large enough so that each subgroup can work separately, or a separate room for 

each subgroup. 

Process 

1. The facilitator informs the participants that they will be involved in a role-play 

situation. Each person will be supplied with information about his or her character as 

well as some information about the immediate situation and that, beyond the 

information supplied, the participants should interpret and act out the roles as they 

wish. 

2. The facilitator divides the participants into subgroups of five members each. If there 

are participants left over, the ones who are not assigned roles can act as observers. 

Each observer is assigned to a specific subgroup. 

90 ❘❚ 


3. The facilitator directs each subgroup to a separate location, gives each member of 

each subgroup one of the five different Vacation Schedule Role-Play Sheets, and 

allows five minutes for the members to read their sheets and prepare for the activity. 

4. The facilitator announces that the subgroups have thirty minutes in which to 

complete the activity and tells them to begin. (Thirty minutes.) 

5. The facilitator calls time and instructs the subgroups to debrief the activity by 

considering the following points: 

■ What solution was reached in each subgroup? 

■ Was the supervisor in each subgroup satisfied with the solution? Were the 

persons playing Marge, George, Annie, and Sam (individually) in each subgroup 

satisfied with the solution? 

■ How was the problem identified by the supervisor? 

■ What approach did the supervisor take to solving the problem, e.g., solving it 

alone, asking the workers to help, telling the workers to solve it? 

■ How did the workers feel about the supervisor’s approach to the problem? 

These points can be posted on newsprint. If subgroups are spread out, a separate 

sheet should be prepared beforehand for each subgroup. If observers have been used, 

they report their observations to the subgroup at this time. (Fifteen minutes.) 

6. The facilitator then reassembles all the participants and leads a discussion of the 

learnings from the experience. The following items can be included: 

■ In a situation of this type, what are the advantages and disadvantages of a 

supervisor’s assumption of responsibility for a decision? In what situations should 

workers be expected to participate in and contribute to the decision-making 

process? 

■ What group decision-making techniques are helpful? 

■ What decision-making techniques are not helpful to group decision making? 

(Twenty minutes.) 

7. The participants are instructed to generate statements of principles and guidelines for 

conducting such group decision-making meetings. These statements are posted on 

newsprint by the facilitator. (Twenty minutes.) 

8. Subgroup members are then instructed to reassemble and to discuss the application 

of these guidelines to their back-home settings by identifying the situations in which 

group decision-making procedures would be appropriate. (Fifteen minutes.) 


Variations 

■ 

■ 

One subgroup can role play while the remaining participants observe. 

The supervisor alone can be given role instructions. The other subgroup members can 

be directed to respond naturally to the situation. Processing can then focus on factors 

that influenced the subgroup’s decision-making processes and members’ behavior 

during the activity. 

Submitted by L.B. Day and Meeky Blizzard. Adapted from American Bankers Association, Supervisory Training Program, 1980. Used 

with permission. 

92 ❘❚ 


Supervisor 

VACATION SCHEDULE ROLE-PLAY SHEET 

Background: You supervise twenty people in the accounting department of a major 

insurance company. Vacation scheduling has always been a problem because of the 

increase in activity during the summer. This year, however, you developed a vacation 

schedule early, checked with your staff, and by March had a schedule that showed only 

two people out during any one week. 

Next week will be an exception to your policy. Two employees, George and Annie, 

were already scheduled to take their vacations when another employee, Sam, transferred 

into your area on the condition that he could take his vacation next week as previously 

scheduled. Because George had already planned to take his family camping, Annie was 

going to her annual family reunion, and you were eager to have Sam join your staff, you 

decided that things would be all right, as long as nothing else came up. 

1:15 p.m. Just as you were returning from lunch, Marge approached your desk with 

a problem. Her husband, who has been out of work for several months, has just landed a 

week-long job hauling goods from the next state, beginning Monday. The difficulty is 

that he needs her to go with him because she is the only one who knows his business 

operation well enough to help him on such short notice. She has not taken her vacation 

yet, and you know from previous conversations how important this hauling job is to 

their financial stability. But if Marge were gone next week, four people would be out— 

hardly an ideal situation for the rest of the staff. 

After wrestling with the problem, you told Marge that she could go. You felt you 

had made a good decision; Marge always does more than her share of the work. 

1:30 p.m. You received a call from Mike’s wife. Mike has been out the last two 

days with a bad cold, but he is scheduled for a tonsillectomy Monday and will not be in 

next week at all. This raises the number of people out next week to five! 

1:45 p.m. As you reconsidered the wisdom of letting Marge take next week off, 

Bryan strolled up to your desk. He had a job interview during his lunch hour and will be 

starting his new job Monday. Now you will be six people short this week: You shudder 

to think of the chaos that will result. 

You are not sure how you are going to solve this problem. Can your department 

realistically manage next week with six people gone? If not, what are the alternatives? 

Should you handle this situation alone or involve others? 

2:00 p.m. You have just called a meeting with George, Annie, Marge, and Sam to 

discuss the problem. Mike and Bryan, of course, are out of the schedule altogether. You 

have asked the workers to meet with you in the conference room. 


Marge 


Background: It is about two o’clock on a Friday afternoon in late June. Your husband, 

Joe, who has not been able to locate any work for the past few months, called about an 

hour ago with the news that he has a week-long contract to haul goods from the next 

state beginning Monday, but needs you to go along with him to handle the bookkeeping 

and other functions. You are not scheduled to take your vacation until August. You 

talked to your supervisor about the situation, and your supervisor agreed to reschedule 

your vacation for next week. 

You were elated when Joe called with the good news about the job next week. Not 

only have things been pretty tight financially these past few months, but this period of 

unemployment has really been a drain on Joe’s usually optimistic outlook. Now he has a 

chance to earn some money, regain his self-esteem, and maybe even continue to work 

with this distributor. You were a bit concerned when you learned that he needed you to 

go with him on this run, because you know how much your absence will increase the 

work load in the department, and you do not want to be a burden to your friends here. 

But, in your mind, it is a valid, unavoidable emergency; you are the only one who knows 

Joe’s business well enough to help him out on such short notice. 

Your supervisor understands the situation and has been a real friend during the 

crisis of the last few months, providing financial counseling as well as moral support. To 

show your appreciation, you are planning to put in a couple of hours of overtime before 

you leave tonight, to reduce the work load a bit. 

The Setting: Your supervisor has just called a brief meeting in the conference room 

“to talk about a problem in next week’s schedule.” 

94 ❘❚ 


George 


Background: It is about two o’clock on a Friday afternoon in late June—the last day of 

work before your vacation, which you scheduled with your supervisor in February. You, 

your wife, and two children (ages eight and nine) are leaving early tomorrow morning to 

go camping. 

The thought of your vacation next week is just about the only thing that has kept 

you going all week. It has been pretty hectic here, and your morale is badly in need of 

that rejuvenating mountain air. It seems like years since you have spent a relaxed 

moment with your family, and beginning early tomorrow morning the four of you will 

have nine days to explore the wilderness together. You were just thinking about how 

excited the kids were last night as you made some last-minute plans. The thought made 

you smile before you turned back to the mound of paperwork left to do before five 

o’clock. 




Annie 


Background: It is about two o’clock on a Friday afternoon in late June—your last day of 

work before vacation, which you scheduled with your supervisor in February. You are 

leaving this evening to attend your seventh annual family reunion. 

There are only six more hours before your plane leaves, and you can hardly wait. 

Years ago, when your family started this annual get-together, you looked upon it as an 

obligation and a chore. Now, however, your perspective has changed, and you really 

look forward to seeing everyone again—even your brother, who is quite a bore until you 

get to know him. And this year the reunion will be special because your sister and her 

family will be there after spending three years in Sweden. You hope her superb wit has 

not changed; it has been such a long time since the two of you have had a good laugh 

together. 

You just hope that things will not be as busy at work when you get back. The recent 

work load has been unreal! 



96 ❘❚ 


Sam 


Background: It is about two o’clock on a Friday afternoon in late June. You are the 

newest employee in this work group, having joined the department a month ago. Your 

vacation, due to begin Monday morning, was originally scheduled with your old 

supervisor in March. When you applied for this position, you were told that you could 

keep the same vacation week although it would stretch the normal policy a bit. You plan 

to spend your vacation at a nearby lake with some friends. You are looking forward to it. 

You were told that this new job would be a challenge, and nobody was kidding you! 

You thought that after a month in this department you would be feeling at least 

somewhat knowledgeable about your new job, but sometimes trying to learn everything 

at once is overwhelming. You sure need a break, or maybe even a transfer back to your 

old area, where you were the resident expert. Although it was boring sometimes, right 

now you would gladly trade some boredom for a lot of frustration. On the other hand, 

your new supervisor was really pleased to have someone with your background here and 

indicated that there was a lot of room for advancement. 

You have decided to spend some time during your next week at the lake to think 

about what you want to do. 




❚❘ 

THE REAL MEANING: 

CREATIVE PROBLEM SOLVING 

Goals 

■ 

■ 

■ 

To encourage participants to think creatively. 

To help participants identify ways to stimulate creativity. 

To help participants find methods for obtaining creative solutions to problems. 

Group Size 

Two to twelve subgroups of three participants each. (One or two subgroups can contain 

four participants.) 

Time Required 

One and one-half hours to two and one-half hours, depending on the size of the group. 

Materials 

■ 

■ 

■ 

■ 

■ 

■ 

A copy of The Real Meaning Problem Sheet for each participant. 

A clipboard or other portable writing surface for each participant. 

A pencil and a blank sheet of paper for each participant. 

A newsprint flip chart and a felt-tipped marker for the facilitator. 

Two sheets of newsprint and a felt-tipped marker for each subgroup. 



A room with movable chairs. The room must be large enough to allow subgroups to 

work without disturbing one another. 

Process 

1. The following is a sufficient explanation for the activity: 

“It is often difficult to understand exactly what an author means by a certain phrase, 

even when we read it within the context of the book or article; and it is even more 

difficult to determine what an author means when a statement is taken out of 

context. But I am sure you are up to this challenge. 

98 ❘❚ 


“We are going to have a contest. You will be divided into subgroups that will 

compete with one another. You will be given a list of statements, and each subgroup 

will choose four statements and decide on the most likely meaning of each 

statement. Each subgroup will write its answers on newsprint. The subgroup that has 

the highest number of points wins.” 

(Five minutes.) 

2. The participants are asked to form subgroups of three members each. If necessary, 

one or more subgroups of four members may be formed. Each subgroup is instructed 

to select a spokesperson to report the answers. 

3. The facilitator distributes The Real Meaning Problem Sheet and reviews the 

instructions with the participants. The facilitator explains that “consensus” does not 

necessarily mean “unanimous agreement,” but that—in this case—it means that all 

members of a subgroup prefer to accept a solution in an attempt to gain points for 

the subgroup. (Five minutes.) 

4. The portable writing surfaces, pencils, blank paper, newsprint, and felt-tipped 

markers are distributed to the subgroups. 

5. The facilitator tells the participants they will have thirty minutes to work on the 

activity and that they will be apprised of the time after ten minutes and twenty 

minutes. The facilitator gives them a signal to start and then moves from one 

subgroup to another to observe the process. The facilitator gives no help during the 

activity except to clarify the instructions. (Ten minutes.) 

6. The facilitator interrupts the process to tell participants that they have been working 

ten minutes. The subgroups then continue the process. (Ten minutes.) 

7. The facilitator interrupts to tell the participants that they have ten minutes left to 

work. The subgroups then continue. (Ten minutes.) 

8. The facilitator calls time and reconvenes the entire group. Each spokesperson posts 

the newsprint from his or her subgroup and reads the answers. After all answers are 

read, the facilitator tells the participants that they will have a group discussion 

before the winners are announced. (Five minutes per subgroup.) 

9. The facilitator explains the goals of the activity and leads a group discussion based 

on the following questions: 

■ What processes did you use in generating the meaning of your first statement? 

How did they seem to work? How difficult was it to develop a meaning for the 

statement? What was difficult? What was easy? 

■ What different processes did you use with your other statements? Which 

processes seemed to stimulate discussion and new ideas? Why? 

■ In what ways did the competitive element help or hinder you in generating 

meanings? 


■ How can the processes you used help you to find creative alternatives and 

solutions in your work situations? What can you do to make sure you try these 

processes in your work situations? 

■ How can you encourage one another to continue to work on processes to find 

creative solutions? 

(Twenty to thirty minutes, depending on the size of the group.) 

10. Before calculating the scores, the facilitator asks volunteers to comment on 

meanings that they are especially proud of. 

11. The facilitator assigns points to each subgroup’s answers, basing the points solely on 

whether the answer was a consensus decision (five points), a majority decision 

(three points), or an individual decision (one point). If a subgroup reached consensus 

on all four statements that it selected, it will also be given one point for each 

additional consensus decision it reached on the remaining four statements. The 

facilitator totals the points for each subgroup and announces the subgroup or 

subgroups with the highest score. The facilitator leads the applause for the winners. 


12. The facilitator then announces that all participants are “winners” in this activity 

because they discovered creative solutions—and creativity is a prize to treasure and 

to use the rest of their lives. The facilitator explains that the author wrote the 

statements specifically for this type of activity in order to inspire people to think 

creatively; the author had no one interpretation in mind. Therefore each meaning is 

significant to the subgroup that developed it. 

13. The facilitator encourages participants to express how they feel about the activity 

and how they would change it to increase creativity in problem solving. (Fifteen 

minutes.) 

Variations 

■ 

■ 

The facilitator can show an actual prize (such as a box of candy) that will be given to 

the winning subgroup. 

Participants or subgroups can develop their own statements and give them to another 

subgroup to generate meanings. 

Submitted by Mary Harper Kitzmiller. 

100 ❘❚ 


THE REAL MEANING PROBLEM SHEET 

Instructions: The object of this activity is to determine the most likely meaning of four 

of the eight statements listed below. Your subgroup must decide which four you want to 

tackle. None of these statements is any easier or harder to decipher than the others are, 

so choose the ones that look most interesting to you. (Remember, the quicker you make 

your selections, the more time you will have for the main task.) You will have thirty 

minutes for this activity. The facilitator will keep you apprised of the time. 

Try to reach consensus on your answers and write them down on the newsprint. An 

acceptable subgroup answer will receive five points. If you cannot reach consensus 

within a reasonable time, write down your individual answers on the newsprint and 

mark each with an asterisk. An acceptable individual answer will receive one point for 

the subgroup. If the majority of members of your subgroup agrees on an answer that is 

acceptable, your subgroup will receive three points. Mark these answers with two 

asterisks. 

If you reach consensus on meanings of all four statements in less than thirty 

minutes, work on additional statements for extra credit. Your subgroup can receive one 

point by reaching consensus on an acceptable answer for any of the remaining 

statements. Therefore, the highest score possible for this activity is twenty-four (five 

points each for four answers and one point each for the remaining four answers). 

What is the meaning of each of the following statements? 

1. All good things go together. 

2. There is never space for mirth nor treasure. 

3. If time were fixed, we could ascend. 

4. The person is the portrait. 

5. An introduction is like a house. 

6. Was there ever a day when fruit ripened on bare trees? 

7. The value of an asset depends on the angle of the moon. 

8. The fifth well will quench your thirst. 


❚❘ 

DEPARTMENTAL DILEMMA: 

SHARED DECISION MAKING 

Goals 

■ 

■ 

To increase the participants’ awareness of the process and skills involved in shared 


To allow the participants to experience shared decision making as a means of conflict 

management. 

Group Size 

An unlimited number of subgroups of eight participants each. 

Time Required 

Approximately three hours. 

Materials 

■ A copy of the Departmental Dilemma Case-Study Sheet for each participant. 

■ One set of Departmental Dilemma Role Sheets 1 through 8 for each subgroup (a 

different role sheet for each member of the subgroup). 

■ A newsprint flip chart and a felt-tipped marker or a chalkboard and chalk. 

■ Blank paper and a pencil for each spokesperson. 

■ A clipboard or other portable writing surface for each spokesperson. 


A large room in which the individual subgroups can work without disturbing one 

another. If the facilitator wishes to encourage a more independent approach to learning 

or is not able to observe all subgroups at all times, each subgroup may complete step 2 

on its own in a setting of its choice. 

Process 

1. The facilitator forms groups of eight participants each. Copies of the Departmental 

Dilemma Case-Study Sheet are distributed, and it is explained that each subgroup 

will be dealing with the problem inherent in the case study. After the participants 

have read the handout, the facilitator distributes copies of the role sheets, ensuring 

102 ❘❚ 


that each member of the subgroup is given a different sheet. Then the participants 

are asked to study their roles. (Fifteen minutes.) 

2. The facilitator writes the following questions on newsprint or a chalkboard, 

explaining that these questions are to form the basis of the upcoming meetings. 

■ How do the various members feel about shared decision making? What are its 

advantages? its drawbacks? 

■ How has the issue of shared decision making affected the department? 

■ What conflicts are being experienced by the members? 

■ What can be done to resolve these conflicts? 

■ How might the conflicts have been avoided? 

Each subgroup is instructed to answer these questions and to select a spokesperson 

to record answers and to report them later to the total group. Blank paper, a pencil, 

and a clipboard or other portable writing surface are given to each subgroup for the 

spokesperson’s use. In addition, the facilitator emphasizes that each participant must 

maintain his or her assigned role while completing this task. Then the subgroups are 

informed that their time limit is one hour and are asked to begin the role play. 

3. After the hour has passed, the facilitator stops the role plays and reconvenes the 

entire group. The spokespersons are invited to share the results of the previous step. 

Then the facilitator leads a total-group discussion by asking the following questions: 

■ What were your feelings while playing your role? What did you want to do? 

■ How did you react to the other roles? How did you want to change them? 

■ What would you predict as the future for Department X if nothing changes? 

■ How can you apply the experiences of Department X to your back-home 

situation? 

(Forty minutes.) 

4. The participants are asked to reassemble into their subgroups and to build on what 

they have learned in order to develop principles of shared decision making. The 

facilitator specifies that these principles should be ones that allow shared decision 

making to be an ongoing process. The spokespersons are instructed to record these 

principles so that they can be shared later with the total group. (Twenty minutes.) 

5. The total group is reconvened, and the spokespersons are asked to share the 

principles recommended by their subgroups. Then the facilitator leads a discussion 

on the effectiveness of these principles. 

Variations 

■ 

In step 2 one subgroup may enact the role play for the remaining participants, who act 

as observers. 


■ 

■ 

During step 3 the facilitator may instruct the members of each subgroup to reach a 

consensus regarding the conflicts inherent in the case and to write a report in which 

they outline their recommendations and implementation strategy. After all reports 

have been completed, the facilitator asks the subgroups to share their experiences 

while working on this task and to explain the contributions made by each member. 

Issues involving leadership may be emphasized. 

Submitted by Janet H. Stevenson. 

104 ❘❚ 


DEPARTMENTAL DILEMMA CASE-STUDY SHEET 

Medway Research Associates is a company funded by the government to conduct 

research in a variety of areas. There are many departments in the company, with seven 

to fifty members in each. Most of these departments function in a participative, 

democratic fashion. Members in a department decide what role the chairperson will play 

and what his or her duties and those of committees within the department will be. Such 

duties are referred to as “operating procedures” and are approved by each department in 

a meeting attended by all members. Approval is granted by majority vote, and all 

members, including the chairperson, have equal input. In addition, there are regular 

meetings at which matters concerning the department are presented and discussed. 

The problem at hand concerns Department X, which has no formal operating 

procedures. The chairperson of Department X, Lee Todd, is in the third year of a fiveyear 

contract. During this term Lee has introduced many good changes, some of which 

incorporated the input of other department members and some of which were simply 

announced. 

When Lee first became chairperson, department members were told that the policy 

would be for Lee to make all decisions until the researchers indicated a willingness to 

participate in the decision-making process. However, Lee clearly was interested in 

member participation, declared an open-door policy concerning complaints and 

suggestions, but preferred to deal with people on an individual basis rather than in 

meetings. In addition, Lee encouraged the researchers to pursue avenues of personal and 

professional development. 

Although Lee promised to call a department meeting whenever anyone wanted one, 

thus far, meetings have been held only for the presentation or discussion of important 

issues. There is little participation at these meetings; many members have tried to 

participate, but their ideas have been passed by when Lee has not liked them. 

Terry, one of the researchers, has worked closely with Lee in the past three years. 

Lee has used the ideas Terry has generated and has been publicly appreciative of these 

contributions. Terry has felt free to generate discussion, suggestions, and criticisms. 

Recently Lee publicly expressed the wish that others would follow suit. At that time 

Terry suggested a department meeting to discuss the possibility of instituting shared 

decision making as a standard policy. Lee became defensive and rather antagonistic 

when presented with this request, but finally acceded. 

The meeting is to take place in a few minutes. 


Lee 

DEPARTMENTAL DILEMMA ROLE SHEET 1 

For three years you have worked very hard as chairperson of your department. You like 

to control; essentially, you disdain the administrative pattern of other departments and 

prefer to work with your researchers on a one-to-one basis. Although you are basically a 

pleasant person and are concerned about the progress of department meetings, you are 

rather nervous and lacking in social ease; consequently, you communicate only what 

you feel is necessary for the employees to know, and you are often seen as brusque. 

You are aware that your policies and behavior may seem contradictory to the 

researchers, but you want to avoid discussing this contradiction if the subject arises 

during the upcoming meeting. 

Do not show this role sheet to anyone. 

----------------------------------------------------------------------------------------------------------- 


Terry 

Not only are you a good worker and experienced in your job, you are also helpful, fair 

minded, and interested in sharing the work load. You have good ideas and are willing to 

stand up for your beliefs both privately and publicly. Furthermore, you are friendly and 

you have a high concern for people, especially for those in your department. You want 

the department to develop in a positive way, and you are also interested in shared 

decision making as a means for accomplishing this development. 

Your fellow department members frequently tell you that they wish Lee were as 

receptive to their ideas as to your own. You plan to broach this subject in the meeting, 

despite your concern that Lee may see you as disruptive for doing so. In fact, you intend 

to hold Lee to the promise about welcoming shared decision making. 


106 ❘❚ 


Chris 


You have been a Medway employee longer than anyone else in the department, and you 

have a permanent contract with the company. You are friendly, well liked, and a good 

worker. 

You have accepted many changes in the past few years in the department, some 

willingly and others unwillingly. Although you are vocal with your fellow researchers 

and frequently express complaints in private, “let-off-steam” sessions, you are not this 

way when Lee is present; in fact, you rarely speak at department meetings. In essence, 

you are not interested in shared decision making if it involves more work or any 

confrontation; you simply want to do your job and go home. 


----------------------------------------------------------------------------------------------------------- 


Pat 

You have a permanent contract with Medway. You are fair minded, pleasant, and a good 

worker. You have been very quiet until recently, when you have become more vocal 

with your fellow researchers. Although some of the other department members have 

encouraged you to stand up to Lee, you are neither willing nor able to do so. When the 

crunch comes, you always back down; you cannot stand the pressure of departmental 

unrest and will do anything to avoid it. However, you are moderately interested in 

shared decision making because you think it would be best for the department, 

especially since most other departments function in this way. 

You wonder what will happen in the upcoming department meeting. 



K.C. 


You have been a researcher at Medway for three years. You are very vocal with the 

other researchers, to whom you have expressed confusion and annoyance with regard to 

Lee’s actions; however, you say virtually nothing at department meetings and can be 

completely overpowered by Lee. The other researchers like you very much and are 

rather protective of you because they see you as vulnerable; they also are concerned 

about how you may be affected if issues become “hot” in the department because you 

cannot function under any pressure whatsoever. 

In spite of the fact that you are easily intimidated professionally, you do an 

excellent job. Shared decision making interests you; you have confessed a lack of skills 

in this area, but you are willing to learn these skills and to try. You are glad that Terry 

requested the upcoming meeting. 


----------------------------------------------------------------------------------------------------------- 


Dale 

You are a good worker and you have good ideas. Although you are quite vocal in 

department meetings and will support others if you agree with them, at times you are 

unsure of yourself; therefore, you are not as strong in your stand on various issues as 

you might be. You are well liked, concerned about others, and interested in shared 


You are annoyed by Lee’s inability to deal with people better, and you hope that the 

upcoming meeting will be a first step toward improving relations between Lee and the 

other department members. 


108 ❘❚ 


Kelly 


You have been a researcher at Medway for only two years. You are outgoing and well 

liked by everyone. In addition, you are fair minded, enthusiastic about sharing the work 

load, and interested in shared decision making. Although you have good ideas and want 

to express them and to stand up for yourself during department meetings, you feel that 

Lee would find this behavior unacceptable. In the course of one department meeting, 

you brought up a policy suggestion to which Lee objected, and later were told in private 

that “controversial issues” should be channeled through Lee before being raised in 

department meetings. 

You plan to be cautious during the upcoming meeting unless someone else 

confronts Lee about contradictory policies. If such confrontation occurs, you will speak 

up on the subject. 


----------------------------------------------------------------------------------------------------------- 


Jackie 

You are a new, inexperienced researcher. You are friendly and pleasant, but silent; you 

have revealed no interests, strengths, or viewpoints with regard to any of the issues 

raised in your presence. You plan to keep quiet but pay close attention during the 

upcoming meeting. 



❚❘ 

PBJ CORPORATION: 

USING IDEA-GENERATING TOOLS 

Goals 

■ 

■ 

To acquaint participants with two idea-generating tools often used by groups during 

problem solving: brainstorming and the nominal group technique. 

To offer the participants an opportunity to practice using these tools by applying them 

to a case-study problem. 

Group Size 

Two to five subgroups of four to seven members each. 

Time Required 

One hour and thirty minutes to one hour and forty minutes. 

Materials 

■ 

■ 

■ 

■ 

A copy of the PBJ Corporation Information and Task Sheet for each participant. 

Blank paper and a pencil for each participant. 


A roll of masking tape for each subgroup (for posting newsprint). 


A room large enough so that the subgroups can work without disturbing one another. 

(The subgroups should be placed as far apart as possible.) Each subgroup should have a 

table, movable chairs, and access to plenty of wall space for posting newsprint. 

Process 

1. The facilitator explains that the activity will concentrate on two ways of generating 

ideas during the process of group problem solving. Each participant is given a copy 

of the PBJ Corporation Information and Task Sheet and is instructed to read the 

handout. (Five to ten minutes.) 

2. The facilitator elicits and answers questions about the task, ensuring that the 

participants understand how to use brainstorming and the nominal group technique. 

(Ten minutes.) 

110 ❘❚ 


3 The participants are asked to form approximately equal-sized subgroups. Each 

subgroup is assigned to its own table and is given a newsprint flip chart, a felt-tipped 

marker, and a roll of masking tape. In addition, each participant is given blank paper 

and a pencil. (Five minutes.) 

4. The facilitator tells the subgroups that they have forty minutes to complete the task, 

suggests that they spend approximately ten minutes on each factor (Methods, 

Personnel, Materials, and Machinery), and asks them to begin. The facilitator 

remains available while the subgroups work to provide any needed clarification or 

assistance. Also, the facilitator reminds the subgroups of the remaining time at tenminute 

intervals. (Forty minutes.) 

5. After forty minutes the facilitator calls time and asks the members of each subgroup 

to spend ten minutes identifying the idea they like best in each category (Methods, 

Personnel, Materials, and Machinery) and selecting a spokesperson to share those 

four ideas with the total group. (Ten minutes.) 

6. The facilitator reassembles the total group and asks the spokespersons to take turns 

reporting ideas. (Five minutes.) 


■ What were your reactions to the two tools, brainstorming and the nominal group 

technique? 

■ What were the advantages and disadvantages of brainstorming? What were the 

advantages and disadvantages of the nominal group technique? Which tool did 

you prefer and why? 

■ How would the task have been different if you had not been given the four 

categories of Methods, Personnel, Materials, and Machinery? What can you learn 

from that? 

■ What have you learned about the tools of brainstorming and the nominal group 

technique as an aid to problem solving? 

■ How might you use these tools in your own work group? What benefits might 

your group derive from them? 


Variations 

■ 

■ 

The time for using brainstorming and the nominal group technique may be cut from 

forty to twenty minutes, five minutes per category (Methods, Personnel, Materials, 

Machinery). 

The facilitator may give the four categories (Methods, Personnel, Materials, 

Machinery) to only half of the subgroups. Then the processing may include a question 


■ 

about the differences in the task for those who were given the categories and those 

who were not. 

If the activity is used with ongoing teams, after the last step each team may be asked 

to generate its own case using the same four categories (Methods, Personnel, 

Materials, and Machinery) and applying the tools of brainstorming and the nominal 

group technique. 

Submitted by Phil Ventresca and Tom Flynn. 

112 ❘❚ 


The Situation 

PBJ CORPORATION INFORMATION AND TASK SHEET 

You are part of a management team for the PBJ Corporation, which produces peanut 

butter and jelly sandwiches. One of PBJ’s largest customers is MegaSnack, a company 

that supplies hundreds of vending machines across the city. 

A number of businesses that rent MegaSnack’s machines have reported that 

customers are dissatisfied with “too little peanut butter” on the sandwiches. 

Consequently, MegaSnack is unhappy with PBJ’s current performance and has 

announced that it will look for another supplier if PBJ cannot rectify the situation. 

You and your fellow managers have been tasked with determining possible reasons 

why so many sandwiches have less peanut butter than MegaSnack has specified they 

should. Later a task force will investigate these possible reasons and recommend actions 

to solve the problem. 

MegaSnack’s Specifications 

Here are the specifications that MegaSnack has given PBJ to use for each sandwich: 

■ White bread, two 1.0-ounce slices per sandwich; 

■ Grape jelly, 1.0 ounce per sandwich; 

■ Smooth peanut butter, 1.0 ounce per sandwich; and 

■ Total sandwich weight 4.0 ounces, +/-0.25-ounce variance. 

PBJ’S Process for Making Sandwiches 

The white bread is purchased from a vendor that slices to exact weight specifications of 

1.0 ounce per slice. The weight of the bread is checked randomly at delivery; so far 

weight variance has been extremely rare and virtually insignificant. 

The bread is set up on the assembly line so that sandwiches can be made. A tube 

dispenser system applies jelly in a 1.0-ounce amount to every other slice of bread on the 

assembly line (one slice has jelly, the next one does not, and so on). Each application is 

weighed electronically by computer and automatically ejected. The dispenser system is 

checked for calibration hourly and tuned daily. 

After the application of jelly, the bread continues down the assembly line. 

Numerous on-site checks have shown that each sandwich meets MegaSnack’s weight 

specifications up to the point at which peanut butter is added. Peanut butter in the 

amount of 1.0 ounce is applied and spread manually to each slice of bread that has not 

had jelly added. (A number of automatic machine tubes have been tried for dispensing 

and spreading the peanut butter, but all have had a tendency to clog and have been 

abandoned.) 


Due to equipment restrictions, the weight of the peanut butter is not checked until 

after the peanut butter has been applied to the bread. The 1.0-ounce spoons used to 

measure the peanut butter are made to PBJ’s specifications by a number of suppliers. 

With each application each spoon is first leveled with a knife and then scraped clean. 

After the peanut butter has been spread, the slices of bread with jelly and the slices 

with peanut butter are put together manually to form sandwiches. Then each completed 

sandwich is weighed. MegaSnack has allowed for a total sandwich weight variance of 

0.25 ounce, but PBJ’s sandwiches are frequently 0.20 ounce underweight, with all of the 

variance attributable to peanut butter. 

Organizing for the Task 

You and your fellow managers are to come up with four newsprint lists of ideas, each 

list covering one of the major factors affecting this process problem: Methods, 

Personnel, Materials, and Machinery. If you think other factors might be affecting the 

process in addition to these four, create lists for them as well. 

To create your lists for the factors of Methods and Personnel, use the ideagenerating 

tool known as “brainstorming.” To create your lists for Materials and 

Machinery, use a different idea-generating tool known as the “nominal group 

technique.” Descriptions of these techniques follow. 

Brainstorming generates a large number of ideas quickly by encouraging people to 

build on one another’s thoughts: 

■ Clarify the objective. 

■ Call out ideas in turn around the group (one idea per person per turn). 

■ Record each idea on a flip chart. 

■ Build on and expand the ideas of others. 

■ Pass when an idea does not come quickly to mind. 

■ Resist stopping when ideas slow down. 

■ After all ideas have been exhausted, clarify each idea and eliminate exact 

duplicates. 

■ Categorize similar ideas. 

Nominal Group Technique generates a large number of ideas by encouraging 

people to create lists independently and then share list contents: 

■ Clarify the objective. 

■ Have each person list as many ideas as possible. 

■ Take turns sharing the contents of individual lists, one idea at a time. If someone 

has already mentioned an idea, the person reading skips that idea and goes to the 

next. 

114 ❘❚ 


■ 

■ 

■ 

■ 

Record each idea on a flip chart. 

When a person’s list is exhausted, he or she passes or contributes a new idea. 

After all ideas have been listed, clarify each idea and eliminate exact duplicates. 

Categorize similar ideas. 


❚❘ 

BROKEN TRIANGLES: EXPERIMENTING 

WITH GROUP PROBLEM SOLVING 

Goals 

■ 

■ 

■ 

To offer participants an opportunity to experience some of the elements of 

cooperation in solving a group problem. 

To develop participants’ awareness of behaviors that may obstruct or contribute to the 

solution of a group problem. 

To allow the participants to experience how the completion of a group task is affected 

by behavioral restrictions. 

Group Size 

As many as six subgroups of five participants each. If the total group is not divisible by 

five, one to four participants may be assigned to help the facilitator monitor the activity. 

Time Required 


Materials 

■ 

■ 

One set of broken triangles for each subgroup (prepared in advance; see the Broken 

Triangles Preparation Sheet for the Facilitator). 

One copy of the Broken Triangles Instruction Sheet for each participant. 


A room large enough for the subgroups to work without being able to see the other 

subgroups’ puzzles. Each subgroup needs a table with five chairs. 

Process 

1. The facilitator forms subgroups of five participants each and, if applicable, asks the 

remaining participants to help monitor compliance to the restrictions listed on the 

instruction sheet. Each subgroup selects one of its members to be captain. 

2. Each participant is given a copy of the Broken Triangles Instruction Sheet. The 

facilitator reads the handout aloud, eliciting and answering questions and ensuring 

that everyone understands the instructions. (Five minutes.) 

116 ❘❚ 


3. A set of broken triangles is given to each subgroup captain. The facilitator asks the 

captains to leave the bags unopened until the signal to begin work is given. 

4. The facilitator asks the subgroups to begin. It is important that the facilitator and 

participant monitors closely observe the process during this activity. Attention 

should be called to anyone disobeying the rules, and the entire group should be 

reminded of the specific rule that was broken. (Twenty minutes.) 

5. When the last subgroup has completed the task, the facilitator reconvenes the total 

group and leads a discussion by asking questions such as the following: 

■ How focused were you on your subgroup’s task, as opposed to completing your 

own puzzle? 

■ Under what conditions were you willing to give up pieces of a finished puzzle? 

How did you feel about giving pieces away? 

■ Which of your behaviors helped you complete the task? Which of your behaviors 

hindered you? 

■ How did you feel about the restrictions imposed on you? How did these 

restrictions affect your performance? What did you do to overcome those 

restrictions? 

■ Why did some people break the rules? What was the effect of calling attention to 

those who broke the rules? 

■ At work, what kinds of rules and restrictions hinder you and your work group in 

communicating, solving problems, and achieving goals? What do you do to get 

past those rules and restrictions? 

■ What did you learn during this activity about communicating and cooperating to 

solve a group problem when restrictions are imposed? What can you do in the 

future to improve your performance despite restrictions? 


Variations 

■ 

■ 

Ten-person subgroups may be formed, with two duplicate sets of five triangles each 

distributed. Subgroups of six to nine members may also be formed; in this case, a 

broken-triangle set with one triangle for each person would be prepared, with as many 

duplications of the five triangles as necessary. 

When some subgroups have completed their puzzles and others are still working, the 

facilitator may convene a “consultant group” from those who have finished and ask 

these participants to come up with one piece of advice for those who are still working. 

The “consultants” then observe the effect of that advice on the working subgroups. 

After ten minutes, if all subgroups still have not finished, the consultants may 

volunteer a second piece of advice. Again, they should observe the effects. 


■ 

■ 

Extra participants may be assigned to be observers. Or the participants may be 

assembled into six-member subgroups so that every subgroup has an observer. 

The activity may be conducted with ongoing teams. 

Submitted by Janet Mills. 

118 ❘❚ 


BROKEN TRIANGLES PREPARATION SHEET 

FOR THE FACILITATOR 

A set of “broken triangles” is to be given to each subgroup. This set consists of five 

bundles of poster-board puzzle pieces. Each bundle contains three pieces of the puzzle, 

and these three pieces are paper clipped together. Each of the five bundles is stored in a 

sandwich-size, resealable plastic bag. When properly arranged, the puzzle pieces in the 

set will form five triangles of equal size and shape. 

To prepare a set, cut out five squares of poster board, each exactly six inches 

square. (All five squares of the set must be from the same color of poster board.) Find 

the midpoint of one side of a square, and create an isosceles triangle (a triangle with two 

equal sides) by drawing a light line from the midpoint to each of the opposite corners of 

the square (see Figure 1). Repeat this process for the other four squares. Then cut out all 

of the triangles. Save the triangles and discard the cutaway pieces of the squares. 

Figure 1. Making an Isosceles Triangle from a Square 

Lightly draw lines on each triangle as indicated in Figure 2, and cut on those lines. 

(Do not reproduce the letters shown in Figure 2; these are for your information only.) 

The five pieces marked “A” must be exactly the same size. Similarly, the two pieces 

marked “B” must be exactly the same size, and the two marked “E” must be the same 

size. Several combinations of puzzle pieces will form one or two triangles, but only one 

combination will form all five triangles. 


Figure 2. Creating the Final Puzzle Pieces 

Repeat the entire process to make as many sets as there will be subgroups. 

Although all pieces of a set must be made from the same color of poster board, each set 

should be made from a different color. This precaution will keep pieces from the various 

sets from getting mixed up. 

Into each sandwich-size, resealable plastic bag, place the following bundles of 

puzzle pieces, paper clipped together: 

Bundle 1: A, A, A 

Bundle 2: A, A, C 

Bundle 3: B, D, E 

Bundle 4: F, H, E 

Bundle 5: G, B, I 

120 ❘❚ 


BROKEN TRIANGLES INSTRUCTION SHEET 

Your subgroup captain will be given a plastic bag that contains a set of puzzle pieces for 

forming five triangles. Your captain then will give you and each of the other subgroup 

members three pieces, paper-clipped together. The three pieces you receive belong to 

you; you alone will decide whether or not to give any of your pieces to other members 

of your subgroup. 

When the facilitator gives the signal to begin, you and your fellow subgroup 

members will begin the task of forming five triangles of equal size and shape. 

The following restrictions are imposed during this activity: 

1. There is to be no verbal communication of any kind. 

2. There is to be no nonverbal communication: no begging, pointing, staring, or 

emotional displays. 

3. Each member must complete a puzzle of his or her own. The members may not 

create a central communal space for constructing puzzles together. 

4. A member may pass only one puzzle piece at a time to another member. 

5. Each member must keep at least one puzzle piece at all times. 


❚❘ 

ROOM 703: INFORMATION SHARING 

Goals 

■ 

■ 

■ 

To explore the effects of collaboration and competition in group problem solving. 

To study how task-relevant information is shared within a work group. 

To observe group strategies for problem solving. 

Group Size 

Up to five subgroups of six. 

Time Required 

Thirty to forty-five minutes. 

Materials 

■ 

■ 

■ 

A set of six Room 703 Basic Information Cards for each subgroup. Each card is 

coded by the number of dots (from one to six) following the first sentence on the card. 

Each of the six cards contains different data from the other cards. 

Paper and a pencil for each participant. 

Masking tape. 


A room large enough for the subgroups to work without influencing one another. 

Process 

1. The facilitator distributes a set of Room 703 Basic Information Cards to each 

subgroup, one card to each member. Three minutes are allowed for members to 

study the information. 

2. Subgroups are instructed to begin working. (Twenty minutes.) 

3. When there is agreement within a subgroup that the solution has been reached, the 

members discuss how it organized to accomplish its task. 

4. The facilitator elicits comments from each of the subgroups on its problem-solving 

process. 

122 ❘❚ 


5. The facilitator calls for each subgroup’s solution and then announces the correct 

solution. The answer chart may be posted and the participants informed that the 

solution can be reached by: 

■ Making a blank chart similar to the one displayed. 

■ Filling in the names of the teachers who are known to be in certain rooms during 

certain class periods from information provided on the Room 703 Basic 

Information Cards. (This process is aided by using the clues to make one list of 

teachers and another list of aides, in order to differentiate between the two.) 

■ Using deductive reasoning to fill in the names of other teachers in each of the 

spaces, so that each teacher is in a different room during each of the four periods. 

Periods 

1 2 3 4 

700 Mr. Jones Mr. Lee Ms. Martin Mr. Jacobs 

Rooms 701 Mr. Jacobs Ms. Martin Mr. Lee Mr. Jones 

702 Ms. Martin Mr. Jones Mr. Jacobs Mr. Lee 

703 Mr. Lee Mr. Jacobs Mr. Jones Ms. Martin 

6. The facilitator presents a lecturette on the concept of shared information and 

leadership. 

Variations 

■ The problem can be made more difficult by adding more irrelevant information. 

■ The Room 703 Basic Information Cards can be rewritten to contain material more 

specific to the particular participant group. The formula is simple: Begin at the end, 

with a correct solution and apportion data to participants so that each has a critical 

piece of information as well as common knowledge. 

■ Additional participants can be accommodated within the groups by duplicating 

information cards. For example, if there are eight members, two participants receive 

the card with one period at the end of the first sentence, and two receive the card with 

two periods. 

■ The problem-solving phase can be interrupted several times for processing. 

Participants can be instructed to rate their confidence in the correctness of the solution 

and their satisfaction with the work style of the group. 


■ 

The facilitator may give any of the following hints: 

■ 

■ 

■ 

“Discover who the educational aides are.” 

“Discover who the teachers are.” 

“Deductive reasoning should be applied to the problem.” 

Submitted by John R. Joachim. 

124 ❘❚ 


ROOM 703 BASIC INFORMATION CARDS 

----------------------------------------------------------------------------------------------------------- 

You may tell your subgroup what is on this card, but do not pass it around for others to 

read. 

Information: 

Room 701 has Mr. Lee for a teacher during the third period. 

Mr. Jones and Ms. Carr do not get along well, so they do not work together. 

During the first period, the team leader, whom Harry likes, teaches in room 702. 

----------------------------------------------------------------------------------------------------------- 


read.. 

Information: 

All teachers teach at the same time and exchange groups at the end of each period. 

Each teacher likes a different group best. During the second period, each teacher teaches 

the group he or she likes best. 

Each teacher teaches each group during one of the first four periods of the day. 

----------------------------------------------------------------------------------------------------------- 


read... 

Information: 

The Robert E. Lucas Intermediate School has two teachers’ aides, four teachers, and 

four groups of students. 

Ms. Martin is the team leader for the Intermediate Unit. 

Mr. Lee likes to work with room 700. 

Mr. Jones teaches room 701 during the fourth period but he likes room 702 best. 

----------------------------------------------------------------------------------------------------------- 


----------------------------------------------------------------------------------------------------------- 


read.... 

Information: 

Your subgroup members have all the information needed to find the answer to the 

following question: 

In what sequence are the teachers (by name) in room 703 during the first four periods? 

Only one answer is correct and you can prove it. 

Some of the information your subgroup has is irrelevant and will not help to solve this 

problem. 

----------------------------------------------------------------------------------------------------------- 


read..... 

Information: 

Ms. Carr and Mr. Jacobs disagree about how it would be best to handle room 702, in 

which there seems to be a history of abusing substitute teachers. 

The team leader has been at the Robert E. Lucas Intermediate School for five years. 

----------------------------------------------------------------------------------------------------------- 


read...... 

Information: 

The team leader teaches room 701 during the second period. 

Harry works with room 702 during the second period. 

Ms. Martin has been at the Robert E. Lucas School for the shortest period of time. 

----------------------------------------------------------------------------------------------------------- 

126 ❘❚ 


❚❘ 

PINE COUNTY: INFORMATION SHARING 

Goals 

■ 

■ 

■ 

■ 


To study how task-relevant information is shared within a group. 

To observe problem-solving strategies within a group. 

To demonstrate the impact of various leadership styles on task accomplishment. 

Group Size 

Unlimited number of subgroups of five participants each, which may be directed 

simultaneously in the same room. 

Time Required 


Materials 

■ A set of five Pine County Data Sheets for each subgroup. (Each sheet contains unique 

data and is coded by the number of periods, from one to five, following the last 

sentence of the first paragraph.) 

■ A copy of the Pine County Candidate Summary Sheet for each participant. 

■ A copy of the Pine County Briefing Sheet for each participant. 

■ A copy of the Pine County Solution Sheet for each participant. 

■ Sheets of newsprint, felt-tipped markers, masking tape, and pencils may be made 

available to groups. 


One room large enough that the individual subgroups can work without being disrupted 

by other subgroups and without being influenced by problem solutions overheard from 

other subgroups. An alternative setting would be a room large enough to hold all 

participants comfortably during the instructions and processing phases and several 


smaller rooms where individual subgroups could work undisturbed during the problemsolving 

phase. It is useful for subgroups to work at tables. Supply extra chairs near the 

subgroups if observers are used. 

Process 

1. The facilitator explains to the participants that they will be doing an exercise in 

problem solving but does not suggest any clue or key to the problem solving. 

2. The facilitator forms subgroups of five participants by any convenient and 

appropriate method. If observers are to be used, they are either assigned to a specific 

subgroup, or they may move from subgroup to subgroup. (The first method provides 

individual feedback on work styles, and the second method provides generalizable 

data concerning behavior in task groups.) 

3. The facilitator explains that each subgroup’s task is to select a director for the 

Family Counseling Unit of the Community Action Agency. There is only one 

correct solution, and each subgroup must reach its solution independently. When 

each subgroup has completed the problem solving and has given its solution to the 

facilitator, participants may observe other subgroups still in process. They may not, 

however, join another subgroup or influence another subgroup’s process in any way. 

4. The facilitator distributes the Pine County Candidate Summary Sheets, the Pine 

County Briefing Sheets, and individual Pine County Data Sheets to each participant, 

taking care that all five differently coded Data Sheets have been distributed in each 

subgroup. (If observers are used, they may be briefed outside the main room.) 

5. The subgroups begin the problem-solving process when the facilitator gives the 

signal. Groups are told that they will be able to reach a solution within thirty 

minutes. The facilitator may incorporate an element of competition by posting the 

number of minutes used by each subgroup in solving the problem. 

6. When all subgroups have found a solution to the problem, the facilitator and/or the 

observers initiate a discussion of the problem-solving processes that were observed, 

focusing on strategies employed, the effects of collaboration and competition, 

noncontributing participants, and the importance of the information-sharing process. 

7. Each participant is given a copy of the Pine County Solution Sheet and the facilitator 

leads a discussion. 

8. To generalize the importance of examining the significance of all members’ input, 

the facilitator may wish to use the following diagram: 

128 ❘❚ 


Group decisions are more likely to be effective if they result from discussions that draw 

on information known by each individual, information shared by combinations of 

individuals, and information that is common to all group members. 

Note to the facilitator: Occasionally, a subgroup will not be able to solve the problem 

within the time limitations (approximately thirty minutes, with some extension at the 

facilitator’s discretion). The facilitator may have to intervene and stop the process so 

that there is adequate time to discuss the experience. Sometimes, when a subgroup has 

failed to arrive at the correct solution, members will exhibit a defensive reaction and 

attack the facilitator for “manipulation,” that is, structuring the task so that the subgroup 

was destined to fail. This feedback needs to be explored, and the facilitator should keep 

the following points in mind: 

■ 

■ 

■ 

Participants were given no false, misleading, or conflicting information. 

The facilitator did not attempt to influence the ways in which the subgroup 

attempted to solve the problem. 

Their attack may be a defense employed to keep from dealing with the behavioral 

feedback generated by the exercise. 

Variations 

■ The work sheets may be rewritten to contain material more specific to the particular 

participant group. The formula is simple: Begin at the end, with a correct solution and 

apportion data to participants so that each has a critical piece of information as well as 

common knowledge. 

■ Additional participants can be accommodated within the subgroups by duplicating 

data sheets. For example, if there are seven members, two participants receive the 

sheet with one period at the end of the first paragraph, and two receive the sheet with 

two periods. 

■ The problem-solving phase can be interrupted several times for processing. Observers 

can be instructed to give descriptive reports to the subgroups that they are observing. 


■ 

Participants can be instructed to rate their confidence in the correctness of the solution 

and their satisfaction with the work style of the subgroup. 

The event may be “staged” in a group-on-group arrangement, so that one group of 

five solves the problem and another group of any size observes. The problem solving 

can be interrupted from time to time for process observations. Observers can be 

assigned different aspects of the process. Observers can be divided into subgroups 

sporadically to diagnose the functioning of the task group. 

Submitted by Lawrence Dunn. 

130 ❘❚ 


PINE COUNTY DATA SHEET 

The Pine County Family Counseling Unit provides services in relation to family 

problems, mental health difficulties, child-school relationships, etc. The Community 

Action Agency (CAA), of which the unit is a part, is governed by policies that are 

generally established by its Board. However, as a concession to social service programs 

funded by the Community Fund and the Community Chest, the CAA has agreed that its 

salary categories will be in line with those of other service groups in the community. 

Pine County was once a prosperous community, which, because of employment 

opportunities, attracted people of many diverse backgrounds. The depletion of timber 

and mineral resources and technological change have now severely undermined the 

economy. Today there is much unemployment, and the Department of Welfare provides 

limited assistance to many persons. The recently established Pine County Family 

Counseling Unit has never been able to cope adequately with the many requests for its 

help. The CAA Board, therefore, is placing great stress on the selection of a strong 

director who, it is hoped, will be able to improve the CAA’s social service component. 

The director is expected to participate in CAA Board meetings, to carry 

responsibility for community and other Agency relations, and to oversee the Agency’s 

services. The CAA Board has ruled that the director must be at least thirty years old, 

have at least three years of supervisory or administrative experience, and hold the degree 

of Master of Social Work (MSW). It has also ruled that he or she must have had a course 

in casework. 

The Pine County CAA’s Family Counseling Unit maintains four service centers: 

Hilldale, with offices for the director and assistant director, Nogulch, Farout, and 

Lastreach. The Hilldale center is located in the county seat and is staffed by five case 

aides and a supervisor, who doubles as assistant director. At Nogulch, some fifteen 

miles to the north, there is a supervisor with four case aides. The Nogulch supervisor 

joined the Agency eight years ago after fifteen years of employment in the Department 

of Welfare. At Lastreach, there are three case aides and a supervisor, who joined the 

Agency staff in the fall of 1989 after receiving an MSW degree from Pacific Slopes. The 

staff at Farout consists of three case aides and a supervisor, who came to the Agency 

nine years ago as a case aide and was promoted to this position after obtaining 

supplementary training. 

There are a number of schools offering the MSW degree, the most recently 

accredited being Pacific Slopes, which reorganized and expanded its department in 1989 

to include group work. Its course requirements consist of family problems, casework, 

group methods, and agency management. 





Action Agency (CAA), of which the unit is a part, is governed by policies which are 



salary categories will be in line with those of other service groups in the community.. 





limited assistance to many persons. The recently established Pine County Family 

Counseling Unit has never been able to cope adequately with the many requests for its 

help. The CAA Board, therefore, is placing great stress on the selection of a strong 

director who, it is hoped, will be able to improve the CAA’s social service component. 





of Master of Social Work (MSW) from an accredited school. 







of Welfare. At Lastreach, there are three case aides and a supervisor who joined the 





There are a number of schools offering an MSW degree, but a passing grade in a 

course in casework is essential to qualify for membership in the Federation of Social 

Service Workers. The largest school is Eastern Shores, which includes among its 

requirements courses in family problems, casework, group methods, and agency 

management. The smallest is not accredited. 

132 ❘❚ 








salary categories will be in line with those of other service groups in the community... 





limited assistance to many persons. The recently established Family Counseling Unit 

has never been able to cope adequately with the many requests for its help. The CAA 

Board, therefore, is placing great stress on the selection of a strong director, who, it is 

hoped, will be able to improve the CAA’s social service component. 





of Master of Social Work (MSW). 











supplementary training. He is known to have severe problems in accepting suggestions 

from women. 

There are a number of schools offering an MSW degree, and a passing grade in a 

course in family problems is essential to qualify for membership in the Federation of 

Social Service Workers. Western Seas is one of the oldest schools and includes among 

its requirements courses in family problems, casework, group methods, and agency 

management. Course requirements at Lone Pine, the smallest, include family problems, 

casework, and group methods. 








salary categories will be in line with those of other service groups in the community.... 





limited assistance to many persons. The recently established Family Counseling Unit 

has never been able to cope adequately with the many requests for its help. The CAA 

Board, therefore, is placing great stress on the selection of a strong director who, it is 

hoped, will be able to improve the CAA’s social service component. 





of Master of Social Work (MSW). He or she must also be a member of the Federation of 

Social Service Workers (FSSW). 




aides and a supervisor, who doubles as assistant director. This individual holds an MSW 

granted in 1989 by Southern University for Women. At Nogulch, some fifteen miles to 

the north, there is a supervisor with four case aides. The Nogulch supervisor joined the 

Agency eight years ago after fifteen years of employment in the Department of Welfare. 

At Lastreach, there are three case aides and a supervisor, who joined the Agency staff in 

the fall of 1989 after receiving an MSW degree from Pacific Slopes. The staff at Farout 

consists of three case aides and a supervisor, who came to the Agency nine years ago as 

a case aide and was promoted to this position after obtaining supplementary training. 

There are a number of schools offering an MSW degree, and membership in the 

Federation of Social Service Workers can be obtained without formality by graduates of 

accredited schools in the United States. Southern Community, which is not the smallest 

school, includes the following among its requirements: family problems, casework, and 

group methods. 

134 ❘❚ 








salary categories will be in line with those of other service groups in the community..... 





limited assistance to many persons. The recently established County Family Counseling 

Unit has never been able to cope adequately with the many requests for its help. The 

CAA Board, therefore, is placing great stress on the selection of a strong director who, it 

is hoped, will be able to improve the CAA’s social service component. 





of Master of Social Work (MSW). It has also ruled that the candidate’s training must 

have included work in group methods. 












There are a number of schools offering the MSW degree. A degree from an 

accredited institution is necessary to qualify for membership in the Federation of Social 

Service Workers. The smaller schools require three, the larger require four, of the 

following subjects: family problems, casework, group methods, and agency 

management. 


PINE COUNTY CANDIDATE SUMMARY SHEET 

J. BLACK 

Personal Born March 3, 1960 

Married, 2 children 

Education Eastern Shores, United States, MSW, 1983 

Employment Caseworker, Dept. of Welfare, 1983-85 

Lecturer in Casework, Eastern Shores, 1986-91 

Supervisor, Children’s Agency, 1991- 

L. GREEN 

Personal Born December 30, 1963 

Married, 3 children 

Education Southern Community, United States, MSW, 1988 

Employment Caseworker, Family Service Agency, 1986-88 

Supervisor, Children’s Aid, 1988-90 

Supervisor, Family Service Agency, 1990- 

R. WHITE 

Personal Born June 15, 1957 

Married, no children 

Education Pacific Slopes, United States, MSW, 1987 

Employment Parole Officer, Parental School, 1987-90 

Chief Probation Officer, 1990- 

A. RED 

Personal Born January 10, 1959 

Married, 1 child 

Education Western Seas, United States, MSW, 1987 

Employment Caseworker, Children’s Agency, 1987-88 

Caseworker, Family Welfare Society, 1988-89 

Case Supervisor, Family Welfare Society, 1989- 

B. GRAY 

Personal Born January 15, 1958 

Married, 1 child 

Education National School of Social Services, London, United Kingdom, 

MSW, 1986 

Employment Caseworker, Community Family Service, 1986-88 

Lecturer, Southern Community, 1988-89 

Director, Family Service, 1989- 

136 ❘❚ 


H. BROWN 

Personal Born March 3, 1957 

Single 

Education Lone Pine, United States, MSW, 1982 

Employment Parole Officer, Big Mound Detention Center, 1982-86 

Counselor, Children’s Mental Health Center, 1986-88 

Director, Western County Center for Girls, 1988- 


PINE COUNTY BRIEFING SHEET 

Instructions: 

1. You are a member of the personnel committee of the Pine County Community 

Action Agency. Your committee consists of Board and Staff representatives. 

2. You are meeting to select a candidate from a list who, on Board action, will become 

the Director of the Family Counseling Unit. 

3. The data you bring with you (Pine County Data Sheet) are in your head. You may 

not exchange data sheets. 

4. There is one correct solution. 

5. All data are correct. 

6. You have approximately thirty minutes to choose the candidate. 

7. Assume that today’s date is August 1, 1993. 

8. There must be substantial agreement when the problem has been solved. 

9. You must solve the problem as a group. 

10. You may organize your work in any way you wish. 

11. You are free to use any material resources in the room. 

138 ❘❚ 


PINE COUNTY SOLUTION SHEET 

Age Education Experience 

BLACK 33 Eastern Shores 2 years 

GREEN 29 Southern Community 5 years 

WHITE 36 Pacific Slopes 3 years 

RED 34 Western Seas 4 years 

GRAY 35 National School, UK 4 years 

BROWN 37 Lone Pine 5 years 

BLACK has only two years of supervisory experience. 

GREEN is only 29 years of age. 

WHITE received an MSW from Pacific Slopes in 1987, when the school was not 

accredited. 

GRAY did not attend a U.S. school and therefore does not qualify for membership in the 

Federation of Social Service Workers. 

BROWN obtained an MSW from Lone Pine. Lone Pine is the smallest school and not, 

therefore, accredited. 

RED is the choice, because only RED meets all the requirements. 


❚❘ 

SALES PUZZLE: INFORMATION SHARING 

Goals 

■ 

■ 

■ 


To study how information is shared by members of a work group. 


Group Size 

An unlimited number of subgroups of five participants each. 

Time Required 


Materials 

■ 

■ 

■ 

A Sales Puzzle Problem Sheet for each participant. 

Three different Sales Puzzle Clue Strips for each member of a subgroup, so that each 

subgroup receives all fifteen clues. 

Pencils and paper or newsprint and felt-tipped markers for each subgroup. 


A room large enough to allow the subgroups to work without distracting one another. 

Process 

1. The facilitator introduces the experience as a problem-solving task but does not 

discuss techniques or procedures that may be used. 

2. Subgroups of five persons each are formed; any additional persons serve as 

observers. 

3. Each participant receives a copy of the Sales Puzzle Problem Sheet. The facilitator 

reads it aloud and ascertains that all members understand the task. Each subgroup 

receives a set of the fifteen Sales Puzzle Clue Strips, three to each member. The 

subgroups are informed that they will have thirty minutes to solve the problem. 

4. If one subgroup finishes before time is called, the facilitator may instruct those 

members to observe other subgroups still in process. Observers do not communicate 

in any way with members of working subgroups. 

140 ❘❚ 


5. When all subgroups have reached a solution or at the end of thirty minutes, the 

facilitator leads a discussion of the process. Special emphasis is given to such points 

as the following: 

■ The effects of collaboration and competition; 

■ The sharing of information among subgroup members; 

■ The techniques or strategies employed in problem solving; and 

■ The emergence of leadership and the level of contribution of subgroup members. 

6. The facilitator announces the answer to the puzzle or posts the key for all to see. A 

general discussion of the experience follows. 

Variations 

■ 

■ 

■ 

■ 

Subgroups of six can be formed, with one member designated as an observer. The 

observers can be permitted to make process interventions at any time. 

The material can be adapted to fit a particular client group. 

The design can be used as an intergroup-competition activity. 

Roles can be assigned to particular individuals within subgroups. 

Sales Puzzle Key 

Ranking 

Northeast 

Mr. Black 

Southeast 

Mr. White 

Northwest 

Mr. Blue 

Southwest 

Mr. Grey 

First commercial distribution GOVERNMENT INDUSTRIAL 

Second INDUSTRIAL GOVERNMENT DISTRIBUTION commercial 

Third DISTRIBUTION industrial COMMERCIAL government 

Fourth government COMMERCIAL industrial DISTRIBUTION 

Capital letters: information given to the subgroups. 

Lower-case letters: information to be deduced by the subgroups. 

The matrix does not have to take this particular form for the correct answer to be 

reached. However, some plan of organizing the information—such as a matrix—will 

speed the solution. 

Statements on the Sales Puzzle Problem Sheet not relevant to solution: numbers 1, 

6, 9, 11, 13. 

Adapted by special permission from The In-Basket-Kit by Dr. Allen A. Zoll III, Addison-Wesley Publishing Company, Inc., Reading, 

MA. Coypyright © 1971. All rights reserved. 


Background 

SALES PUZZLE PROBLEM SHEET 

A certain company has four regional sales districts: Northeast, Northwest, Southeast, 

and Southwest. 

The district sales managers meet quarterly to report on their sales in four categories: 

commercial, distribution, industrial, and government. 

The managers’ names are: Lee Grey, Kim Blue, Chris Black, and Dale White. 

At their most recent meeting, the managers discovered that each had highest sales in 

a different category from the others. In other words, one of them ranked highest in 

commercial sales, another had the highest distribution sales, a third had the most 

industrial sales, and the last topped the list in government sales. 

Instructions 

Your group’s task is to determine the regional sales district in which each manager 

works and to determine the category in which the manager had the highest sales, the 

second highest sales, and so on. 

Each member of your group has received three clues to the puzzle. There is a total 

of fifteen clues. 

You may share verbally all the information you have, but do not allow other 

members to read your clues. 

142 ❘❚ 


SALES PUZZLE CLUE STRIPS 

1. Chris Black was the host for this meeting. 

----------------------------------------------------------------------------------------------------------- 

2. The Southeast manager was urged to “get out of the cellar” in commercial sales. 

----------------------------------------------------------------------------------------------------------- 

3. Dale White was congratulated for climbing to first place in distribution sales. 

----------------------------------------------------------------------------------------------------------- 

4. Kim Blue offered to host the next meeting in Portland, Oregon. 

----------------------------------------------------------------------------------------------------------- 

5. The Southwest manager came in first in industrial sales for the first time. 

----------------------------------------------------------------------------------------------------------- 

6. Lee Grey was the only manager who brought a spouse. 

----------------------------------------------------------------------------------------------------------- 

7. Everyone kidded the Southwest manager, who came in last in distribution sales. 

----------------------------------------------------------------------------------------------------------- 

8. The Northwest manager was, as usual, third in commercial sales. 

----------------------------------------------------------------------------------------------------------- 

9. The Southwest manager had to leave the meeting early. 

----------------------------------------------------------------------------------------------------------- 

10. The Southwest manager had to pay off a five-dollar bet to the Northeast manager 

because the Northeast was one place ahead in distribution sales. (But the Southwest 

manager won it back at golf.) 

----------------------------------------------------------------------------------------------------------- 

11. Dale White had a bad cold and didn’t play golf. 

----------------------------------------------------------------------------------------------------------- 

12. The Northwest manager explained coming in first in government sales (over the 

Southeast) by a big order from the Denver Federal Service Center. 

----------------------------------------------------------------------------------------------------------- 

13. Kim Blue was the big winner at poker. 

----------------------------------------------------------------------------------------------------------- 

14. Everyone was surprised that the Northeast manager slipped to second place in 

industrial sales, because most industry is in that area. 

----------------------------------------------------------------------------------------------------------- 

15. Lee Grey won the pot for the golf game. 

----------------------------------------------------------------------------------------------------------- 


❚❘ 

DUST PAN CASE: SOLVING THE MYSTERY 

Goals 

■ 

■ 

■ 

To help the participants to become aware of the importance of communication and 

information sharing in groups. 

To develop the participants’ awareness of how they share information while 

completing a task. 

To provide the participants with an opportunity to study how information is shared by 

members of a group. 

Group Size 

Three to five subgroups of five or six participants each. 

Time Required 

One and one-half hours. 

Materials 

■ 

■ 

■ 

■ 

■ 

■ 

A set of the Dust Pan Case handouts for each subgroup. Each set contains the 

following: 

■ One copy of the Dust Pan Case Background Sheet for each member of the 

subgroup. 

■ One copy of the Dust Pan Case Employee Statements A for each subgroup. 

■ One copy of the Dust Pan Case Employee Statements B for each subgroup. 

■ One copy of the Dust Pan Case Employee Statements C for each subgroup. 

■ One copy of the Dust Pan Case Employee Statements D for each subgroup. 

■ One copy of the Dust Pan Case Observer Sheet for each observer. 

A copy of the Dust Pan Case Master Sheet for the facilitator. 

Several sheets of blank paper and a pencil for each participant. 




144 ❘❚ 



A room with adequate space so that the subgroups can work without disturbing one 

another. A table and chairs should be provided for each subgroup. 

Process 

1. The facilitator introduces the activity by reviewing its goals. (Five minutes.) 

2. The participants are assembled into subgroups of five or six members each. Each 

subgroup is seated at a separate table. The facilitator directs the participants to 

designate four members of each subgroup to serve as committee members; the 

remaining one or two participants are designated as observers. (Five minutes.) 

3. The facilitator distributes blank paper, pencils, and a set of the Dust Pan Case 

handouts to an observer in each subgroup. Observers are instructed to distribute one 

copy of the Dust Pan Case Background Sheet and one of the Dust Pan Case 

Committee Member Information Sheets (A, B, C, or D) to each committee member. 

Each committee member also receives blank sheets of paper and a pencil. The 

observers each receive a copy of the Dust Pan Case Observer Sheet and the Dust Pan 

Case Background Sheet. (Five minutes.) 

4. The facilitator instructs the committee members to read the information sheets and 

to work with the other committee members to answer the three questions posed on 

the background sheet. When the committee reaches consensus on the answers, the 

answers should be recorded on the background sheet. The facilitator asks observers 

to follow the instructions on the observer sheet. (Thirty minutes.) 

5. After all committees have completed the task, the facilitator collects one background 

sheet from each committee, reconvenes the total group, and charts the responses on 

newsprint. The facilitator then leads a discussion of the questions: 

■ What happened to the $300,000 check? 

■ How much money is owed and to whom? 

■ What specifically needs to be done to fix the financial error? 

■ What specifically needs to be done to fix the system that allowed the error? 


6. Next, the facilitator asks the observers to take turns sharing the contents of their 

sheets and writes themes on the flip chart. (Fifteen minutes.) 

7. The facilitator then leads a concluding discussion based on the following questions: 

■ What did you learn about how you share information? About how others in the 

subgroup share information? About how sharing information can influence task 

completion? 


■ In what ways did this activity reflect your own experience with giving and 

receiving task-related information? In what ways was it different? 

■ What have you learned about communication and information sharing that you 

can apply to your job or organization? 


Variations 

■ 

■ 

■ 

■ 

The facilitator may tell subgroups that they are in competition with one another and 

that the first subgroup to submit correct answers to all three questions “wins.” 

One piece of information may be left out. The subgroups may be assigned to 

determine what information they need, have it supplied, and then finish the activity. 

Irrelevant, but seemingly important information may be added to the employee 

statements, such as from where the check was mailed or the other items that were 

inventoried. 

Additional employee statements may be added, containing parts of the needed 

information or completely irrelevant information. 

Submitted by Allen E. Dickinson. 

146 ❘❚ 


DUST PAN CASE BACKGROUND SHEET 

Hush Corporation recently appointed a committee of four employees to review all 

financial transactions that occurred during the preceding quarter. The work of the 

committee is highly confidential because it involves reviewing invoices for materials for 

top-secret equipment. Therefore, selection of the committee members was based on 

security clearances rather than on their knowledge of accounting. 

You, along with the other members of this committee, have worked diligently to 

trace every financial transaction for the entire quarter. One last problem item remains on 

the committee’s agenda: Hush Corporation has begun to receive past-due notices from 

one of its suppliers. The past-due letter states that Hush Corporation owes $150,000 for 

invoice No. 73202. The corporation’s records show that a check for $300,000 was 

mailed for that invoice. The vendor insists that the check has not been received and 

threatens to turn your corporation’s account over to a collection agency. 

Investigation of the loss has determined that only four people had knowledge of this 

particular transaction. These four people were interviewed, and their statements were 

taken. You should assume that all four statements are true. Your committee’s task is to 

review these statements and to determine answers to the following four questions: 

1. What happened to the $300,000 check? 

2. How much money is owed and to whom? 

3. What specifically needs to be done to fix the financial error? 

4. What specifically needs to be done to fix the system that allowed the error? 


DUST PAN CASE EMPLOYEE STATEMENTS A 

Mr. Tim McFall, Shipping and Receiving Supervisor: 

On September 3, I personally supervised the receipt of laser-guided dustpans valued at 

$1,000 each from Dust Bin, Inc., of Albany, Georgia. I amended invoice No. 73202 in 

light-blue pencil to show the number received and forwarded the invoice to the 

Inventory Control Department. 

Mr. John Winters, Inventory Control Supervisor: 

On September 4, I received invoice No. 73202 from the Shipping and Receiving 

Department. I personally inventoried the stock and verified the receipt. I photocopied 

the invoice and sent the copy to the Accounting Department for payment and filed the 

original invoice in my files. 

Mrs. Anne Summer, Accounts Payable Supervisor: 

I received a copy of invoice No. 73202 and authorization for payment from Mr. Winters 

on September 5. I then drafted a check for $300,000 and placed the completed check and 

invoice in the out-basket on my desk. 

Ms. Jackie Spring, Accounting Clerk: 

I picked up a copy of invoice No. 73202 and its check from Mrs. Summer’s out-basket 

on September 6. I addressed an envelope to Dust Pan, Inc., of Albany, New York, 

photocopied the invoice, inserted the copy and the check in the envelope, and mailed it. 

I then filed my copy of the invoice in the accounts-paid file. 

148 ❘❚ 


DUST PAN CASE EMPLOYEE STATEMENTS B 













on September 5. I then drafted a check for $300,000 to be paid to Dust Pan, Inc., of 

Albany, Georgia, and placed the completed check and invoice in the out-basket on my 

desk. 



on September 6. I addressed an envelope, photocopied the invoice, inserted the copy and 

the check in the envelope, and mailed it. I then filed my copy of the invoice in the 

accounts-paid file. 


DUST PAN CASE EMPLOYEE STATEMENTS C 


On September 3, I personally supervised the receipt of half of our order for 300 laserguided 

dustpans valued at $1,000 each from Dust Bin, Inc., of Albany, Georgia. I 

amended invoice No. 73202 in light-blue pencil to show the number received and 

forwarded the invoice to the Inventory Control Department. 







I received invoice No. 73202 and authorization for payment from Mr. Winters on 

September 5. I then drafted a check for $300,000 and placed the completed check and 







150 ❘❚ 


DUST PAN CASE EMPLOYEE STATEMENTS D 








Department. I personally inventoried the stock and verified the receipt of 150 laserguided 

dustpans. I photocopied the invoice and sent the copy to the Accounting 

Department for payment and filed the original invoice in my files. 


I received invoice No. 73202 and authorization for payment from Mr. Winters on 

September 5. I then drafted a check for $300,000 and placed the completed check and 








DUST PAN CASE OBSERVER SHEET 

Instructions: During this activity, you are to observe the participants’ interactions 

carefully and write answers to the following questions. Later you will be asked to share 

these questions and your answers with the total group. If you need clarification of this 

assignment, consult the facilitator in private; do not share the content of this sheet with 

the participants who are involved in the problem-solving activity. 

1. How is the committee approaching its task? What process or procedure is the 

committee following to solve the problem? How are the members sharing 

information? 

2. How are individual members’ ideas received by the rest of the committee? 

3. How is the committee making decisions? 

4. How would you describe the communication patterns of the members? 

5. What are your personal reactions to the members’ effectiveness in working together? 

What are they doing well? What could be improved? 

152 ❘❚ 


DUST PAN CASE MASTER SHEET 

(Note to the facilitator: This master copy includes four underlined statements, which 

represent all of the information needed to answer the original three questions. Each 

Committee Member Information Sheet includes only one of the underlined statements; 

the committee members, therefore, must share their information in order to answer the 

questions.) 

Hush Corporation recently appointed a committee of four employees to review all 

financial transactions that occurred during the preceding quarter. The work of the 

committee is highly confidential because it involves reviewing invoices for materials for 

top-secret equipment. Therefore, selection of the committee members was based on 

security clearances rather than on their knowledge of accounting. 

You, along with the other members of this committee, have worked diligently to 

trace every financial transaction for the entire quarter. One last problem item remains on 

the committee’s agenda: Hush Corporation has begun to receive past-due notices from 

one of its suppliers. The past-due letter states that Hush Corporation owes $150,000 for 

invoice No. 73202. The corporation’s records show that a check for $300,000 was 

mailed for that invoice. The vendor insists that the check has not been received and 

threatens to turn your corporation’s account over to a collection agency. 

Investigation of the loss has determined that only four people had knowledge of this 

particular transaction. These four people were interviewed, and their statements were 

taken. You should assume that all four statements are true. Your committee’s task is to 

review these statements and to determine answers to the following four questions: 

1. What happened to the $300,000 check? 

2. How much money is owed and to whom? 

3. What specifically needs to be done to fix the financial error? 

4. What specifically needs to be done to fix the system that allowed the error? 


Employee Statements: 


On September 3, I personally supervised the receipt of half of our order for 300 

laser-guided dustpans valued at $1,000 each from Dust Bin, Inc., of Albany, Georgia. I 

amended invoice No. 73202 in light-blue pencil to show the number received and 

forwarded the invoice to the Inventory Control Department. 



Department. I personally inventoried the stock and verified the receipt of 150 laserguided 

dustpans. I photocopied the invoice and sent the copy to the Accounting 

Department for payment and filed the original invoice in my files. 



on September 5. I then drafted a check for $300,000 to be paid to Dust Pan, Inc., of 

Albany, Georgia, and placed the completed check and invoice in the out-basket on my 

desk. 



on September 6. I addressed an envelope to Dust Pan, Inc., of Albany, New York, 

photocopied the invoice, inserted the copy and the check in the envelope, and mailed it. 

I then filed my copy of the invoice in the accounts-paid file. 

Solution (for the facilitator only): 

1. The $300,000 check was made out to Dust Pan, Inc., and mailed to Dust Pan, Inc., in 

Albany, New York, instead of to Dust Bin, Inc., in Albany, Georgia. 

2. Hush Corporation owes $150,000 to Dust Bin, Inc., of Albany, Georgia. Dust Pan, 

Inc., of Albany, New York, owes $300,000 to Hush Corporation. 

3. The error can be fixed by sending a check for $150,000 to Dust Bin, Inc., in Albany, 

Georgia, and tracking down the check that was mailed to Dust Pan, Inc., in Albany, 

New York. If the $300,000 check has not cleared the bank, a stop-payment order 

should be requested. Employees at Hush Corporation should be alerted to the fact 

that light-blue pencil does not photocopy and that invoices should be corrected and 

initialed in red pencil at each step in the process. 

154 ❘❚ 


❚❘ 

MURDER ONE: INFORMATION SHARING 

Goals 

■ 

■ 

■ 

To explore the effects of cooperation-collaboration versus competition in group 


To demonstrate the need for information sharing and other problem-solving strategies 

in a task-oriented group. 

To study the roles that emerge in a task group. 

Group Size 

At least two subgroups of five members each. 

Time Required 


Materials 

■ A copy of the Murder One Instruction Sheet for each participant. 

■ A copy of the Murder One Suspect Data Sheet for each participant. 

■ One set of Murder One Briefing Sheets for each subgroup, a different sheet for each 

member. (Each of the five sheets is coded by the number of dots, ranging from one to 

five, at the end of the first paragraph. Each sheet contains data that is not found on 

another sheet in that set.) 

■ Blank paper and a pencil for each participant. 

■ A Murder One Solution Sheet for each participant. 

■ Newsprint and a felt-tipped marker. 


A room large enough for subgroups to meet simultaneously without disturbing one 

another or overhearing one another’s solutions to the problem. Each subgroup should 

have a table and chairs at which the members may work. (An alternative is to have a 

separate room in which each subgroup can work during the problem-solving phase.) 


Process 

1. The facilitator introduces the activity as a group problem-solving task, but does not 

discuss at this time the need to share information. 

2. The facilitator divides the participants into subgroups of five members each. If there 

are four or fewer participants remaining, they may serve as process consultants. 

3. The facilitator explains that each subgroup’s task is to decide who is the suspect to 

be arrested on a charge of first-degree murder. The subgroups are told that there is 

only one correct solution to the problem and that each is to reach its decision 

independent of the other subgroups. The facilitator also says that when a subgroup 

completes the task, its members may observe other subgroups still in process, but 

they may not interfere with or join the other subgroup in any way. 

4. The facilitator distributes a Murder One Instruction Sheet, Briefing Sheet, and 

Suspect Data Sheet, as well as paper and a pencil to each participant. He or she takes 

care to see that each member of a group has received a different Briefing Sheet (with 

a different number of dots following the first and last paragraphs). 

5. The facilitator may privately brief any process consultants on what to look for 

during the subgroup process. They are instructed to intervene as they deem 

necessary to help a subgroup to clarify its process, and they are told not to 

participate in the subgroup’s discussion of the content. The facilitator then tells the 

subgroups that they have forty-five minutes in which to solve the problem and that 

they are to record their reasons for eliminating each suspect. He or she then gives the 

signal to begin. 

6. When all subgroups have reached a decision, or at the end of forty-five minutes, the 

entire group is reassembled. Each subgroup reports on its solution, and the facilitator 

may briefly outline the elimination process on newsprint. Then the Murder One 

Solution Sheets are distributed and explained. 

7. The facilitator then leads a discussion of the experience, focusing on the effects of 

collaboration and competition, the need to share information in problem solving, the 

roles that were played by subgroup members, and other task-related strategies or 

group dynamics. 

Variations 

■ 

■ 

■ 

The situation and information can be adapted to suit the needs and background of the 

group. 

Observers can be assigned to specific subgroups or can be directed to look for specific 

aspects of the group process. 

The facilitator can inform the participants that the data sheets contain different 

information. 

156 ❘❚ 


■ 

The facilitator can increase competition between subgroups by posting the amount of 

time used by each in accomplishing its task and by posting the solution arrived at by 


Submitted by Donald K. McLeod. 


MURDER ONE INSTRUCTION SHEET 

Instructions: 

1. The threat of violence between various factions of organized crime over the control 

of narcotics imperils the tranquility of your community. To combat this threat, the 

commissioner has directed a step-up in the activity against criminal organizations 

within your community. 

2. You are a group of top detectives who have been assigned to the Organized Crime 

Bureau within your department. 

3. Charly “Poppa” Hasson’s gang has been singled out for particular attention by your 

team. 

4. Your task becomes complicated when murder occurs during your investigation. 

5. Your task, as a subgroup, is to single out one suspect from members of the Hasson 

gang. Circumstantial evidence may be used to identify and arrest one member of the 

gang. The remaining six suspects must be cleared for a specific reason, which you as 

a subgroup must declare at the termination of the activity. Data have been supplied 

regarding the suspects. Your team has all the information necessary for the solution 

of the case. 

Assumptions: 

1. Assume that there is one solution. 

2. Assume that all data are correct. 

3. You have forty-five minutes in which to determine a suspect. 

4. Assume that today’s date is July 7, and that all primary actions are taking place on 

this date. 

5. There must be substantial agreement in your subgroup that the problem is solved. 

6. You must work the problem as a subgroup. 

158 ❘❚ 


MURDER ONE SUSPECT DATA SHEET 

Viron, Benjamin (“Benjie”) 

M-W-49 

Height: 5'4" Weight: 220 Hair: Gray/Brown Eyes: Brown 

Blood Type: B Shoe: 7 1 / 2 D Tattoos: Right arm, “Mother” 

Vehicle: 1988 Mercedes Dark Blue Sedan 

Record: 17 arrests-Charges: Gambling, Loansharking, Extortion, Assault, Narcotics, 

Robbery, Rape. 

Enopac, Alphonse (“Jumbo”) M-W-52 

Height: 5'7" Weight: 245 Hair: Black/Gray Eyes: Brown 

Blood Type: A Shoe: 8D Tattoos: Left arm, “Al & Eloise” 

Vehicle: 1989 Lincoln Black Sedan 

Record: 26 arrests-Charges: Gambling, Narcotics, Extortion, Assault, Statutory Rape, 

Homicide. 

Ollag, Joseph (“Chills”) 

M-W-52 

Height: 5'7 1 / 2 " Weight: 180 Hair: Brown Eyes: Brown 

Blood Type: A Shoe: 8D Tattoos: None 

Vehicle: 1987 Cadillac Black Sedan 

Record: 20 arrests-Charges: Gambling, Narcotics, Assault, Extortion, Homicide. 

Phelps, James (“Digger’) 

M-W-52 

Height: 5'7" Weight: 210 Hair: Black/Brown Eyes: Blue 

Blood Type: B Shoe: 7 1 / 2 D Tattoos: Chest, “Blue Birds” 

Vehicle: 1988 Cadillac Dark Green Sedan 

Record: 30 arrests-Charges: Gambling, Narcotics, Assault, Robbery, Loansharking, 

Homicide. 

Sutter, Edward (“Blue Eyes”) M-W-51 

Height: 5'7" Weight: 240 Hair: Black/Gray Eyes: Blue 

Blood Type: B Shoe: 7 1 / 2 D Tattoos: Right Arm, “For God & Country” 

Vehicle: 1989 Chrysler Black Sedan 

Record: 12 arrests-Charges: Gambling, Loansharking, Assault, Rape, Extortion. 


Lagas, Franklin (“Hot Dog”) 

M-W-50 

Height: 5'7" Weight: 235 Hair: Black/Gray Eyes: Brown 

Blood Type: B Shoe: 8D Tattoos: None 

Vehicle: 1988 Cadillac Black Sedan 

Record: 19 arrests-Charges: Homicide, Robbery, Assault, Extortion, Narcotics, 

Gambling, Impairing Morals of a Minor. 

Aifam, George (“Gypsy”) 

M-W-39 

Height: 5'7 1 / 2 " Weight: 245 Hair: Black Eyes: Brown 

Blood Type: B Shoe: 8D Tattoos: Left arm, “To Mother with Love” 

Vehicle: 1988 Lincoln Black Sedan 

Record: 23 arrests-Charges: Gambling, Loansharking, Assault, Extortion, Homicide. 

160 ❘❚ 


MURDER ONE BRIEFING SHEET 

Charly “Poppa” Hasson has been linked to organized crime by both national and state 

Organized Crime Task Forces. Information has been received that Poppa Hasson has 

formed a gang of his own and is engaged in heavy narcotics traffic. Recent 

investigations by your department have disclosed the identity of seven members of the 

Hasson gang. Further investigations and surveillance have revealed that the members of 

the gang are actively engaged in narcotic distribution despite severe pressure form the 

Joint Organized Task Force. Confidential information has disclosed a widening rift 

between gang members and Charly Hasson; members of the gang have accused him of 

“skimming off the top.” Threats have been made by gang members to kill Charly if he 

doesn’t improve. 

As a result of the threats, Poppa has been making himself scarce and rarely meets 

more than one gang member at a time. He has secluded himself in an apartment in a 

remote part of town, a relatively safe location unknown to the gang members. An 

informant has told your department about Hasson’s hideout, and a legal wiretap has 

been installed on his telephone. Several days have gone by, and no action has been 

indicated by the tap. On July 7, at 7:03 p.m., Charly made a call to an undetermined 

public phone booth, and a taped conversation was recorded as follows: 

Unknown Person: “Yeah?” 

Poppa (Charly): “Eh, I got a big one; meet me at the club at 10:30.” 

Unknown Person: “O.K.” (Clicks off.) 

Past information indicates the club to be the Starlight Hunting & Fishing Club at 

197 Kenmore Street, a secluded place used in the past for gang meetings. Other persons 

have divulged that some heavy drugs have come into town. Thus, it appears that Poppa 

may be getting part of the action. With this in mind, your squad commander decides to 

cover the club and put a close surveillance on all suspects at the location. 

The Joint Task Force, having information confirming a big drug shipment to the 

city, swings into action at 9:00 p.m. this date and simultaneously rounds up suspects 

who might be involved. The sweep nets twenty suspects, including Johnny Blue Eyes, 

Harry Hinge, Bruce Comma, Benny Carato, Sam Perez, John Smith, Mike Crupa, 

Danny Skidmore, Frankie Todd, Sidney Hall, Jackie Leod, and Cary Crooke. All are 

known by the department to be actively engaged in illegal narcotics traffic. The stakeout 

at Poppa’s house reports that he leaves at 9:30 p.m., but he loses the people who are 

following him at about 10:00 p.m. on the other side of town. Other tails report in, and 

information about the members of Poppa’s gang is compiled by the team. At 7:00 p.m., 

surveillance had disclosed that Jumbo and Benjie’s whereabouts were unknown; Hot 

Dog and Gypsy were near a betting office, Digger was at some meeting, and Chills and 

Blue Eyes were in the vicinity of a social club. Armed with this information, the team 

moves to 197 Kenmore Street. 


At 10:15 p.m., the first unit of the team arrives and observes that the club door is 

ajar and Hasson’s car is parked outside. The area seems deserted, and only one light 

flickers through the open door. It appears from the outside that someone is lying on the 

floor. A decision is made to move in for a better look. Closer scrutiny reveals Charly’s 

body lying face down on the floor. He is bleeding profusely from head wounds— 

apparently gunshot wounds from a weapon found lying near an open window at the rear 

of the premises. The area is immediately sealed off, and the forensic unit is called to the 

scene. While awaiting the results of the lab unit, the team makes a door-to-door search 

in an attempt to locate a witness or persons who might have seen Charly “Poppa” with 

someone at the location. The search is apparently fruitless until one middle-aged man is 

found who observed two men entering the abandoned club while he was walking his 

dog. The frightened witness, who resides three blocks from the club, says he saw the 

two enter the building and then heard a loud argument, during which someone shouted 

“No! No!” At that time he heard two shots, and the door of the club opened but no one 

came out. Then he saw a man fleeing from behind the building. The man was middleaged, 

wore a white shirt and black trousers, was about average in height, and was heavy. 

The man fled in a dark car parked on the next block. The witness, fearful for his own 

life, ran home, and when a detective doing door-to-door interviews came to his house, 

the witness gave him the above information. 

The forensic unit thoroughly searches the premises and comes up with prints 

belonging to Poppa; other prints are not distinguishable and cannot be classified. The 

weapon located at the scene is a .44 Magnum of undetermined origin—no fingerprints 

are obtained from the gun. Blood stains seem to indicate a fierce struggle, and 

apparently Charly had almost made it to the door. The blood stains on the floor fall into 

two groupings: A and B. Charly had bled profusely; he had blood type A. Beneath his 

fingernails are tufts of hair. Further investigation reveals a footprint in the tomato patch 

below the window at the rear of the club. The print seems to be anywhere from a size 7D 

to a size 8D; it is somewhat distorted and was made by a man of greater-than-average 

weight. (This is determined by a mold made at the scene and a measurement of the 

height of the drop from the window to the ground.) Pressure from the hierarchy of the 

department demands a quick solution to this case, especially in view of the recent mass 

arrests made by the Joint Task Force. On the basis of the facts herein your team is 

directed to make a prompt arrest. 

The most likely suspects are the members of Charly “Poppa” Hasson’s gang. It 

would seem likely that Charly called a member of the gang and made an appointment 

with his killer. All the information available to your team can be culled from the 

Briefing Sheet. Your task is to identify the killer by using the facts available. 

162 ❘❚ 








the gang are actively engaged in narcotics distribution despite severe pressure from the 




doesn’t shape up.. 

As a result of threats, Poppa has been making himself scarce and rarely meets more 

than one gang member at a time. He has secluded himself in an apartment in a remote 

part of town, a relatively safe location unknown to the gang members. An informant has 

told your department about Hasson’s hideout, and a legal wiretap has been installed on 

his telephone. Several days have gone by, and no action has been indicated by the tap. 

On July 7, at 7:03 p.m., Charly made a call to an un determined public phone booth, and 

a taped conversation was recorded as follows: 





197 Kenmore Street, a secluded place used in the past for gang meetings. Other 

information has divulged that some heavy drugs have come into town. Thus, it appears 

that Poppa may be getting part of the action. With this in mind, your squad commander 

decides to cover the club and put a close surveillance on all suspects at the location. 

The Joint Task Force, having information confirming a big shipment to the city, 

swings into action at 9:00 p.m. this date and simultaneously rounds up suspects who 

might be involved. The sweep nets twenty suspects, including Johnny Blue Eyes, Harry 

Hinge, Bruce Comma, Benny Carato, Sam Perez, John Smith, Mike Crupa, Danny 

Skidmore, Frankie Todd, Sidney Hall, Jackie Leod, and Cary Crooke. All are known by 

the department to be actively engaged in illegal narcotics traffic. The stakeout at 

Poppa’s house reports that he leaves at 9:30 p.m., but he loses the people following him 

at about 10:00 p.m. on the other side of town. Other tails report in, and information 

about the members of Poppa’s gang is compiled by the team. At 7:00 p.m., surveillance 

had disclosed that Jumbo and Benjie’s whereabouts were unknown; Hot Dog and Gypsy 

were near a betting office, Digger was at some meeting, and Chills and Blue Eyes were 

in the vicinity of a social club. Armed with this information, the team moves to 197 

Kenmore Street. 
















came out. Then he saw a man fleeing from behind the building. The man was about 

fifty, wore a white shirt and black trousers, was about average in height, and was heavy. 









two groupings: A and B. Charly had bled profusely and beneath his fingernails are tufts 

of hair. Further investigation reveals a footprint in the tomato patch below the window at 

the rear of the club. The print seems to be anywhere from a size 7D to a size 8D; it is 

somewhat distorted and was made by a man of over two hundred pounds in weight. 

(This is determined by a mold made at the scene and a measurement of the height of the 

drop from the window to the ground.) Pressure from the hierarchy of the department 

demands a quick solution to the case, especially in view of the recent mass arrests made 

by the Joint Task Force. On the basis of the facts herein your team is directed to make a 

prompt arrest. 





164 ❘❚ 












doesn’t shape up... 


























were near a betting office, Digger was at some meeting, and Chills and Blue Eyes were 

in the vicinity of a social club. Armed with this information, the team moves to 197 

Kenmore Street. 

















wore a white shirt and black trousers, was about five feet seven, and was heavy. 









two groupings: A and B. Charly had bled profusely and beneath his fingernails is a tuft 



somewhat distorted and was made by a man of greater-than-average weight. (This is 

determined by a mold made at the scene and a measurement of the height of the drop 

from the window to the ground.) Pressure from the hierarchy of the department demands 

a quick solution to this case, especially in view of the recent mass arrests made by the 

Joint Task Force. On the basis of the facts herein your team is directed to make a prompt 

arrest. 





166 ❘❚ 












doesn’t shape up.... 

As a result of threats, Poppa has been making himself scarce and rarely meets more 

than one gang member at a time. He has secluded himself in an apartment in a remote 

part of town, a relatively safe location unknown to the gang members. An informant has 

told your department about Hasson’s hideout, and a legal wiretap has been installed on 

his telephone. Several days have gone by, and no action has been indicated by the tap. 

On July 7, at 7:03 p.m., Charly made a call to an undetermined public phone booth, and 

a taped conversation was recorded as follows: 





197 Kenmore Street, a secluded place used in the past for gang meetings. Other 

information has divulged that some heavy drugs have come into town. Thus, it appears 

that Poppa may be getting part of the action. With this in mind, your squad commander 

decides to cover the club and put a close surveillance on all suspects at the location. 




Hinge, Bruce Comma, Benny Carato, Frankie Lagas, Sam Perez, John Smith, Mike 

Crupa, Danny Skidmore, Frankie Todd, Sidney Hall, Jackie Leod, and Cary Crooke. All 

are known by the department to be actively engaged in illegal narcotics traffic. The 

stakeout at Poppa’s house reports that he leaves at 9:30 p.m., but he loses the people 

following him at about 10:00 p.m. on the other side of town. Other tails report in, and 

information about the members of Poppa’s gang is compiled by the team. At 7:00 p.m., 

surveillance had disclosed that Jumbo and Benjie’s whereabouts were unknown; Hot 

Dog and Gypsy were near a betting office, Digger was at some meeting, and Chills and 

Blue Eyes were in the vicinity of a social club. Armed with this information, the team 

moves to 197 Kenmore Street. 
































a quick solution to the case, especially in view of the recent mass arrests made by the 


arrest. 





168 ❘❚ 












doesn’t shape up..... 


























were near a betting office, Digger was conducting a union meeting, and Chills and Blue 

Eyes were in the vicinity of a social club. Armed with this information, the team moves 

to 197 Kenmore Street. 
































a quick solution to this case, especially in view of the recent mass arrests made by the 


arrest. 





170 ❘❚ 


MURDER ONE SOLUTION SHEET 

Note: Items printed in boldface indicate why the suspect could not have committed the 

crime. Everyone is eliminated except . . . 

Name Height Weight Age 

Viron, Benjamin 

(“Benjie”) 

Enopac, 

Alphonse 

(“Jumbo”) 

Ollag, Joseph 

(“Chills”) 

Phelps, James 

(“Digger”) 

Sutter, Edward 

(“Blue Eyes”) 

Lagas, Franklin 

(“Hot Dog”) 

Aifam, George 

(“Gypsy”) 

Blood 

Type 

Occupation at 7 

p.m. (free to make 

phone call) 

Occupation at 10 

p.m. (free to 

commit murder 

5'4" 220 49 B unknown unknown 

5'7" 245 52 A unknown unknown 

5'7 1 / 2 " 180 52 A near social club unknown 

5'7" 210 52 B conducting 

union meeting 

unknown 

5'7" 240 51 B near social club unknown 

5'7" 235 50 B near betting office in custody of 

Joint Task 

Force 

5'7 1 / 2 " 245 39 B near betting office unknown 


❚❘ 

THE SALES MANAGER’S JOURNEY: 

GROUP PROBLEM SOLVING 

Goals 

■ 

■ 

To study the sharing of information in a task-oriented group. 

To examine the various types of member behavior that emerge as a group works on 

solving a problem. 

Group Size 

One or more subgroups of five to seven participants each. 

Time Required 


Materials 

■ 

A copy of The Sales Manager’s Journey Instruction Sheet for each participant. 

■ 

A set of information sheets for each group. Each set contains the following: 

■ One copy of The Sales Manager’s Journey Information Sheet 1. 





■ 

■ 

■ 

■ One copy of The Sales Manager’s Journey Information Sheet 6 (if needed). 

■ One copy of The Sales Manager’s Journey Information Sheet 7 (if needed). 

■ Note: Sheets 1 through 5 constitute a complete set in that they contain all 

information necessary to solve the problem involved in the activity; it is essential 

that all five be distributed to each subgroup. However, sheets 6 and 7 consist of 

information duplicated from previous sheets and should be used only when there 

are more than five participants in a subgroup. 

A copy of The Sales Manager’s Journey Reaction Form for each participant. 

A copy of The Sales Manager’s Journey Solution Sheet for each participant. 


172 ❘❚ 



A room large enough that the members of each subgroup may sit in a circle and work 

without disturbing any other subgroups. Writing surfaces of some type should be 

provided. 

Process 

1. The facilitator asks the participants to form subgroups of five to seven each and 

requests that the members of each subgroup be seated in a circle. 

2. Copies of The Sales Manager’s Journey Instruction Sheet are distributed, and the 

participants are asked to read this handout. 

3. A set of information sheets is distributed to each subgroup in such a way that each 

member receives a different sheet. Pencils are also distributed, and then the 

subgroups are instructed to begin their task. (Thirty minutes.) 

4. After thirty minutes, even if all subgroups have not arrived at a solution, the 

participants are instructed to stop their work. Copies of The Sales Manager’s 

Journey Reaction Form are distributed, and the participants complete this form 

individually. (Fifteen minutes.) 

5. The members of each subgroup are asked to discuss the issues dealt with on the 

reaction form. (Fifteen minutes.) 

6. The facilitator reassembles the total group, reveals the correct answer (695 Burrs), 

gives a copy of The Sales Manager’s Journey Solution Sheet to any participant who 

wants one, and answers questions about the way in which the solution was derived. 

The activity concludes with a discussion that focuses on the reaction form and 

emphasizes the sharing and processing of information in task-oriented groups. 

Variations 

■ 

■ 

Subgroups of more than seven participants may be accommodated by creating 

additional duplicate-information sheets. 

Competition among subgroups may be generated and pressure created by announcing 

that “scores” will be assigned to the groups on the basis of speed and/or accuracy in 

solving the problem. The following is an example of a point structure that might be 

used with this approach: 

■ Each subgroup starts with 200 points. 

■ After ten minutes each subgroup loses 5 points for each additional minute it takes 

to solve the problem. 

■ Any subgroup that reaches an incorrect solution loses 50 points. 

■ The first subgroup to arrive at the correct solution is awarded 70 points, the second 

is awarded 60, the third is awarded 50, and so forth. 


■ 

■ 

The facilitator may assist in solving the problem by providing the following hints, 

either at intervals during the task or in response to incorrect solutions. 

■ All of the information you have been given is correct and means precisely what it 

says. 

■ How do you know the route taken by the sales manager? 

■ The sales manager may have visited the same town more than once. 

The problem may be simplified by removing the redundant and unnecessary facts 

from the information sheets or by simplifying the route itself. 

This adaptation of “Lutts and Mipps” was submitted by Guy Fielding. 

174 ❘❚ 


THE SALES MANAGER’S JOURNEY INSTRUCTION SHEET 

Lapps, mapps, and napps represent a new international distance measurement; similarly, 

burrs, currs, and durrs represent a new system of time measurement. The task of your 

subgroup is to determine as quickly as possible how many durrs it took the sales 

manager for Mighty Micro, a growing electronics firm, to drive from Town A to Town 

G. Each subgroup member will be given an information sheet containing part of the data 

necessary to solve this problem; your subgroup as a whole will have all of the 

information necessary to solve the problem. 

To accomplish this task, you may organize your subgroup in any way you wish. 

You will probably find that it is more efficient to tell your fellow members the relevant 

information you have been given than simply to show your data sheet to them. 


THE SALES MANAGER’S JOURNEY INFORMATION SHEET 1 

1. The road between D and E is a standard, four-lane highway. 

2. It took the sales manager 5 currs, 7 durrs to drive from B to D. 

3. There are approximately 100 durrs in an hour. 

4. There are 5 napps in a mapp. 

5. The distance between A and B is 12 napps. 

6. The country between A and B is hilly, and the road is narrow and twisting; therefore, 

progress is generally slow. 

7. The distance between F and G is 9 mapps. 

8. It took the sales manager 0.9 burrs to drive from C to B. 

9. The distance from E to G is 6 mapps. 

10. The route between F and G is a cross-country road that is straight, little used, and in 

good condition. 

----------------------------------------------------------------------------------------------------------- 


1. It is 18 napps from B to C. 

2. The sales manager drove from D to E at an average speed of 32 napps per burr. 

3. The route between E and F is a recently completed highway. 

4. A napp is equal to approximately two kilometers. 

5. After arriving at E, the sales manager had a 45-durr break before continuing. 

6. The distance from A to C is 4 mapps, 3 napps. 

7. The distance from D to G is 23 napps. 

8. A curr is 10 durrs. 

9. At an average speed of 30 napps per burr, it took the sales manager 6 currs to drive 

from B to C. 

10. The sales manager stopped at C for a 40-durr break. 

176 ❘❚ 



1. A durr is 100 frons. 

2. A mapp is a measure of distance. 

3. It is 18 napps from B to D. 

4. After arriving at F, the sales manager stopped for 6 currs. 

5. The sales manager’s average speed on the journey between E and F was 54 napps 

per burr. 

6. The car supplied by Mighty Micro is a standard American make. 

7. The sales manager’s average speed while driving from A to B was 24 napps per 

burr. 

8. The distance from C to D is 21 napps. 

9. It is 3 mapps, 3 napps from B to C. 

10. There is a great deal of heavy, commercial traffic on the road from C to D. 

----------------------------------------------------------------------------------------------------------- 


1. It is 4 mapps, 4 napps from D to E. 

2. The sales manager drove from B to C at an average speed of 30 napps per burr. 

3. The sales manager drove from F to D at 40 napps per burr. 

4. The sales manager has been traveling this route regularly for eighteen months. 

5. The sales manager stopped at C for 4 currs. 

6. It took the sales manager 75 durrs to drive from F to D. 

7. The road from C to D is usually quite congested, with many heavy trucks using it as 

a route to railroad centers. 

8. The distance from C to E is 7 mapps, 4 napps. 

9. The sales manager has been working for Mighty Micro for a little more than two 

years. 

10. The distance from C to D is 21 napps. 



1. A burr is 10 currs. 

2. It is 27 napps from E to F. 

3. It took the sales manager 9.3 currs to drive from D to G. 

4. Because of the work waiting at the office, the sales manager was anxious to 

complete the trip and return as quickly as possible. 

5. A lapp is 10 mapps. 

6. A burr is a unit of time measurement. 

7. Bad weather conditions forced the sales manager to drive more slowly than usual on 

this trip. 

8. While driving from C to B, the sales manager was caught in a traffic jam caused by 

road construction, which caused a delay of 20 durrs. 

9. It is 30 napps from D to F. 

10. It is 45 napps from F to G. 

----------------------------------------------------------------------------------------------------------- 


1. It is 2 mapps, 2 napps from A to B by the shortest route. 

2. The sales manager drove from D to E at an average speed of 32 napps per burr. 

3. The sales manager stopped at E for 45 durrs. 

4. It is 18 napps from B to D. 

5. Because of bad weather, the overall trip took longer than usual. 

6. It took the sales manager 75 durrs to drive from F to D. 

7. The route the sales manager used on this occasion was the usual one. 

8. A curr is 10 durrs. 

9. One hour is about 100 durrs. 

10. It took the sales manager 0.9 burrs to drive from C to B. 

178 ❘❚ 



1. It is 23 napps from A to C. 

2. After reaching F, the sales manager had a short break of 60 durrs. 

3. While driving from A to B, the sales manager averaged 2.4 napps per curr. 

4. The road from B to C has been gradually improved over the last few years; bends 

have been straightened, and the road has been widened. However, construction is 

still taking place. 

5. The route between E and F is almost entirely a four-lane highway. 

6. There are 5 napps per mapp. 

7. The towns of D and E are 24 napps apart. 

8. The sales manager has made rapid progress within the company and recent success 

suggests that another promotion is likely. 

9. A napp is a measure of distance. 

10. It is 5 mapps, 2 napps from E to F. 


THE SALES MANAGER’S JOURNEY REACTION FORM 

1. Who participated most in your subgroup? 

2. Who participated least? 

3. How was participation organized within your subgroup? Who organized it? To 

whom did the subgroup look for leadership? 

4. Which behaviors helped your subgroup to accomplish the task? 

5. Which behaviors hindered your subgroup in accomplishing the task? What conflicts 

emerged? 

6. How did your subgroup use the information provided? 

180 ❘❚ 


7. How did the nature of the information affect the task? the dynamics in the subgroup? 

8. What process did your subgroup follow in solving the problem? 

9. If an individual were to tackle this problem alone, how might his or her problemsolving 

process differ from the process used by your subgroup? 

10. If you had to complete another activity of this kind, how could you improve your 

subgroup’s performance? 


THE SALES MANAGER’S JOURNEY SOLUTION SHEET 

The Route Taken 

The Solution 

Stage Distance (Napps) Speed (Napps per Burr) Time (Durrs) 

A to B 12 24 50 

B to C 18 30 60 

C (pause) — — 40 

C to B 18 — 90 

B to D 18 — 57 

D to E 24 32 75 

E (pause) — — 45 

E to F 27 54 50 

F (pause) — — 60 

F to D 30 40 75 

D to G 24 — 93 

Total 695 

Information to be calculated (formula: time = distance x rate of speed) 

— Information not supplied 

182 ❘❚ 


❚❘ 

ENERGY INTERNATIONAL: 

A PROBLEM-SOLVING MULTIPLE ROLE PLAY 

Goals 

■ 

■ 

■ 

To study how task-relevant information is shared within a group. 



Group Size 

Up to six subgroups of five participants each. These subgroups may be directed 

simultaneously in the same room. 

Time Required 


Materials 

■ A set of five Energy International Data Sheets for each group of participants. Each 

sheet is coded by the number of dots ranging from one to five following the second 

sentence in the first paragraph. Each sheet contains data unique to that sheet. 

■ One copy of the Energy International Candidate Summary Sheet for each participant. 

■ One copy of the Energy International Briefing Sheet for each participant. 

■ One copy of the Energy International Problem Solution for each participant. 


A room large enough so that the individual subgroups can work without being disrupted 

by other subgroups and without being influenced by solutions overheard from other 

subgroups. An alternative physical setting would be a room large enough to hold all 

participants comfortably during instructions and post-problem-solving processing and 

several smaller rooms where individual groups could work undisturbed during the 



Process 

1. The facilitator explains to the participants that they will be doing an exercise in 

problem solving and divides them into subgroups of exactly five each. (The use of 

observers is optional.) 

2. The facilitator instructs the subgroups to choose the correct candidate for an 

executive position based on the data they will receive. He or she suggests that there 

is one correct solution and cautions them that they must reach their solution 

independently from other subgroups. The facilitator indicates that when subgroups 

have completed the problem solving and have given their solution to the facilitator, 

participants may observe other subgroups still in process; however, they may not 

join another subgroup or influence another subgroup’s process in any way. 

3. The facilitator distributes the Energy International Candidate Summary Sheets, the 

Energy International Briefing Sheets, and individual Energy International Data 

Sheets to each participant, taking care that all five differently coded sheets (number 

of periods at the end of the first paragraph) have been distributed in each subgroup. 

4. The subgroups begin the problem solving process when the facilitator gives the 

signal. An element of competition may be incorporated by posting solutions in order 

of completion and posting the number of minutes used by each subgroup in solving 

the problem. 

5. When all subgroups have found a solution to the problem, the facilitator distributes 

the Energy International Problem Solution to each participant and processes the 

experience with the whole group, focusing on problem-solving strategies employed, 

the effects of collaboration and competition, and the sharing process. 

Note: It is expected that the facilitator will adapt these materials to fit the needs of 

particular groups. Any appropriate problem with a unique solution could be generated 

from the background of the participants; then, the facilitator could “work backwards” to 

create the individual briefing sheets with varied information that, when shared, can 

result in the correct solution. The experience can be designed to be simple or complex 

by decreasing the redundancy of the information so that groups using more complex 

versions must share more unique data to find the solution. Another possible variable 

could be group size. 

184 ❘❚ 


ENERGY INTERNATIONAL DATA SHEET 

Your group is a committee made up of the General Managers of Energy International, a 

young, medium-sized, growing organization. The prime mission of E.I. is to locate and 

develop mineral claims (copper, uranium, cobalt, etc.). 

The company’s business has grown very rapidly, especially in South America, 

where your organization has been made welcome by the governments. In a recent 

meeting, the board of directors decided to develop a new property near Fortaleza, in 

northeastern Parrador. This operation will include both mining and milling production. 

The date is April 1, 1993. You have come from your respective plants in different 

locations. This is the initial session of your annual meeting. Your first order of business 

today is to select a new General Manager for the Parradoran plant from among the 

candidates on the attached list. 

Fortaleza, Parrador, has a hot climate, one railroad, a scheduled airline, a favorable 

balance of trade, a feudal attitude toward women, considerable unemployment, a low 

educational level, a low literacy rate, and a strongly nationalistic regime. 

The government has insisted that the company must employ Parradorans in all posts 

except that of General Manager. The government has also installed an official inspector 

who will make monthly reports to the government. This report must be signed by the 

company’s representative, who must be a Fellow of the Institute of Mineralogy. 

There are a number of schools offering degrees in mineralogy; the most recently 

founded is the Ryan Institute of Earth Sciences. This Institute was established under a 

special grant and opened in 1965. In order to earn a bachelor’s degree in mineralogy, 

this school requires geology, seismology, and paleontology, in addition to the usual 

courses. 





develop mineral claims (copper, uranium, cobalt, etc.).. 











education level, a low literacy rate, and a strongly nationalistic regime. 

The government has ruled that the company must employ Parradorans in all posts 

except that of manager. It has also installed an official inspector, who will make a 

monthly report that must be countersigned by the General Manager. By law, the General 

Manager must have had at least three years experience as a manager in charge of a 

mining operation. 

There are a number of schools offering a degree in mineralogy, a degree essential to 

qualify for General Membership in the Institute of Mineralogy. The smaller universities 

require three, the larger four, of the following special subjects as a part of their 

graduation requirements: geology, geophysics, oceanography, paleontology, seismology. 

The smallest is a women’s university. 

186 ❘❚ 





develop mineral claims (copper, uranium, cobalt, etc.)... 














monthly report that must be countersigned by the company’s representative. None of the 

government inspectors can read or write any language but Parradoran. 

There are a number of schools offering degrees in mineralogy, but a passing grade 

in paleontology is essential to qualify for General Membership in the Institute of 

Mineralogy. The largest university is the New Bisbee School of Mines, which requires 

the following special subjects for graduation: geology, paleontology, geophysics, and 

seismology. 





develop mineral claims (copper, uranium, cobalt, etc.).... 














monthly report that must be countersigned by the company’s representative. None of the 

company’s employees or staff can read or write any language but Parradoran. 

There are a number of schools offering degrees in mineralogy, and a passing grade 

in seismology is essential to qualify for General Membership in the Institute of 

Mineralogy. The Midway Institute of Sciences requires the following special subjects 

for graduation: geology, seismology, oceanography, and paleontology. 

188 ❘❚ 





develop mineral claims (copper, uranium, cobalt, etc.)..... 




northeastern Parrador. This operation will include both milling and milling production. 










monthly report to the government that must be countersigned by the company’s 

representative, who must be an American citizen. 

Fellowship in the Institute of Mineralogy can be obtained by men over 35 years of 

age who have otherwise qualified for General Membership in the Institute. Saltan 

University, which is not the smallest school, requires the following special courses for 

graduation: paleontology, geophysics, and oceanography. 


Instructions to the Group: 

ENERGY INTERNATIONAL BRIEFING SHEET 

1. You are a committee incorporating all of the General Managers of Energy 

International. 

2. You have just flown into town. 

3. This is the first meeting of the group. 

4. You have just learned that E.I. will open a new Parradoran plant, and your first job is 

to select a General Manager from among the seven applicants. 

5. Basically, the data you bring with you are in your head. 

Assumptions Which Need to be Made Explicit: 

1. Assume that there is one solution. 

2. Assume that all data are correct. 

3. You have one hour to work the activity. 

4. Assume that today’s date is April 1, 1993. 

5. There must be substantial agreement when the problem has been solved. 

6. You must work the problem as a group. 

190 ❘❚ 


ENERGY INTERNATIONAL CANDIDATE SUMMARY SHEET 

NAME: 

R. Illin 

DATE OF BIRTH: March 2, 1958 

PASSPORT: L3452, U.S.A. 

EDUCATION: New Bisbee School of Mines, degree in mineralogy, 1978 

EMPLOYMENT: Research Assistant, New Bisbee School of Mines, 1979-1981 

Lecturer, Mineralogy, University of Bonnell, 1987-1991 

Manager, Utah Copper Mining Co. Plant, 1991 to date 

LANG. COMMAND: English, French, German, Parradoran 

NAME: 

S. Hule 

DATE OF BIRTH: May 4, 1949 

PASSPORT: H4567, U.S.A. 

EDUCATION: Ryan Institute of Earth Sciences, degree in mineralogy, 1975 

EMPLOYMENT: Uranium Unlimited, management trainee, 1975-1977 

Anaconda Copper Co., Montant area, geology officer, 

1978-1985 

Manager, Irrish Mining Co., Ltd., 1985 to date 

LANG. COMMAND: English, French, Parradoran 

NAME: 

T. Gadolin 

DATE OF BIRTH: June 5, 1950 

PASSPORT: L7239, U.S.A. 


EMPLOYMENT: United Kingdom Mining Board, management trainee, 1975-1977 

Assistant Manager, N.D.B. Cheshire plant, 1978-1986 

Manager, Idaho Cobalt Minerals, 1986 to date 

LANG. COMMAND: English, Parradoran 

NAME: 

U. Samar 

DATE OF BIRTH: April 6, 1958 


EDUCATION: Midway Institute of Sciences, degree in mineralogy, 1979 

EMPLOYMENT: Junior Engineer, W. Valatia Mining Research Station, 

1979-1988 

General Manager, Libertan State Mining Plant, 1988 to date 

LANG. COMMAND: English, German, Swahili, Parradoran 


NAME: 

V. Lute 

DATE OF BIRTH: August 6, 1955 

PASSPORT: K62371, U.S.A. 


EMPLOYMENT: Junior Development Mineralogist, Untario Mining Construction, 

Ltd., 1976-1979 

Assistant Chief Mineralogy Officer, Caledon Development 

Board, 1980-1983 

Plant Manager, Walsh Mining Co., Ltd., 1984 to date 

LANG. COMMAND: English, French, Welsh, Pekingese 

NAME: 

W. Noddy 

DATE OF BIRTH: August 7, 1948 


EDUCATION: Saltan University, degree in mineralogy, 1973 

EMPLOYMENT: Assistant Manager, Societé Debunquant D’Algerie, 1973-1977 

Manager, Kemchatka Mining Co., 1978 to present 

LANG. COMMAND: English, Parradoran, Russian, Arabic 

NAME: 

X. Lanta 

DATE OF BIRTH: September 8, 1975 

PASSPORT: Q123YB, Canada 

EDUCATION: Univ. of Québec, Diploma in English, 1975 

Midway Institute of Sciences, degree in mineralogy, 1978 

EMPLOYMENT: Technical Officer, Sardinia Mining Corp., 1980-1988 

Manager, Moab Valley Mining Plant, 1988 to date 

LANG. COMMAND: Spanish, English, Parradoran 

192 ❘❚ 


ENERGY INTERNATIONAL PROBLEM SOLUTION 

Name Age Education Nationality 

Language 

Spoken Experience 

Illin 35 New Bisbee School of Mines American Parradoran 2 years 

Hule 42 Ryan Inst. of Earth Sciences American Parradoran 7 years 

Gadolin 41 New Bisbee School of Mines American Parradoran 6 years 

Samar 33 Midway Inst. of Sciences American Parradoran 5 years 

Lute 36 New Bisbee School of Mines American No Parradoran 9 years 

Noddy 43 Saltan University American Parradoran 14 years 

Lanta 36 Univ. of Québec Canadian Parradoran 4 years 

The Ryan Institute of Earth Sciences and Saltan University require three special subjects 

for graduation and are therefore smaller than the Midway Institute of Sciences or the 

New Bisbee School of Mines. Saltan is not the smallest; therefore the Ryan Institute of 

Earth Sciences must be. This makes Ryan a women’s university. Parradorans hold a 

feudal attitude toward women. 

Seismology and paleontology are essential for General Membership. Saltan does not 

offer seismology; therefore no graduate of Saltan can qualify for General Membership. 

None of the Parradoran staff understands English, nor do the government inspectors; 

therefore, before the General Manager can countersign the inspector’s report, he or she 

must be able to read Parradoran. 

Each candidate except Gadolin is disqualified because of lack of the qualifications 

outlined. 


❚❘ 

FARM E-Z: A MULTIPLE ROLE PLAY, 

PROBLEM-SOLVING ACTIVITY 

Goals 

■ 

■ 

■ 

To study the sharing of information in task-oriented groups. 

To learn to distinguish a true problem from those that are only symptomatic. 


Group Size 

Up to six subgroups of five participants. 

Time Required 


Materials 

■ 

■ 

■ 

■ 

■ 

For each five-person subgroup, the following packets are prepared. Each contains the 

two sheets coded GNL (General) and the sheets specific to the given role: 

■ New Products Coordinator (NPC): 3 sheets 

■ Sales Manager (SM): 12 sheets 

■ Chief Engineer (CE): 4 sheets 

■ Manufacturing Superintendent (MFG): 7 sheets 

■ Manager of Accounting (ACCT): 4 sheets 

■ Each package also contains a name tag for that role. 

A copy of the Farm E-Z Problem Classification Sheet for each participant. 

A copy of the Farm E-Z Problem Categorization Sheet for each participant. 

Pencils for all participants. 

A copy of the Farm E-Z Process Observation Form for each observer (if observers are 

to be used). 


One room large enough that the five-person subgroups can work without being disrupted 

or influenced by other subgroups. Or, one room large enough to hold all participants for 

194 ❘❚ 


instructions and final discussion, and several smaller rooms where subgroups can work 

undisturbed during the problem solving. 

Process 

1. The facilitator establishes subgroups of five by any appropriate method. 

2. The facilitator distributes the sets of five packets to each subgroup and explains that, 

throughout the problem-solving experience, each team member will play the role 

designated on his or her name tag. The materials in the packet are designed to assist 

in that role. The facilitator announces that the subgroup is to begin its meeting in ten 

minutes and to use this time to study the information in the packet. 

3. After the designated study period the subgroups begin the problem-solving phase. 

(A minimum of forty-five minutes is allowed for this step.) 

4. The facilitator distributes copies of the Farm E-Z Problem Classification Sheet and 

directs the subgroups to follow its instructions. 

5. After all subgroups have completed the classification task, copies of the Farm E-Z 

Problem Categorization Sheet are distributed. Subgroups are instructed to compare 

their classifications with the “appropriate” ones. 

6. Subgroups are instructed to develop generalizations about the processes that 

emerged during their original work phase. 

7. The facilitator elicits generalizations from each subgroup about problemidentification 

strategies. 

8. The importance of information sharing and symptoms versus real problems is 

discussed. 

Variations 

■ 

■ 

■ 

■ 

Observers can be assigned to subgroups to make notes on the problem-solving styles 

of each. (A sample process observation form is included with the handouts.) 

The content can be changed to be more relevant to a specific group. 

The classification of problem areas (step 4 in the process) can be done individually or 

by group consensus. 

The group size can be increased to six, with the additional role being the General 

Manager, who calls the meeting. 

Submitted by Jon L. Joyce. 


FARM E-Z ITEM GNL-1 

For this activity in problem solving, you hold the position listed on your packet and 

name tag. 

Background 

Farm E-Z has been in operation for fifteen years, serving the East and portions of the 

Midwest. It has become well established as a producer of a line of on-the-farm feed 

grinding and mixing equipment. Annual sales are approximately $4 million. The Farm 

E-Z production plant in Huntersville employs forty-five people. The following is a 

partial organization chart of the company: 

Present Situation 

Last year Farm E-Z introduced a new product, a grinder-blower. Priced at about $100 

over the market, the new product was designed with some unique and desirable features. 

One of these, the load-control device, was a special invention of Farm E-Z. The grinderblower 

and the grinder-mixer are marketed through thirty-five distributors on whom 

Farm E-Z’s ten sales representatives call. 

Although profits at first were as projected, there has been a decided slump during 

the past six months. The New Products Coordinator, at the urging of the General 

Manager, has called a meeting to determine why profits on this new product have turned 

to losses. That meeting is scheduled to begin ten minutes from now. The purpose of the 

meeting will be to try to identify the problem and search for the best solution to it. 

Before the meeting, look over the attached correspondence. It includes 

correspondence sent to you and by you to others. The top item of correspondence is an 

urgent memo from the General Manager to all senior managers. Other items of 

correspondence will provide you with background information to prepare you for the 

meeting. 

196 ❘❚ 


FARM E-Z ITEM GNL-2 

FARM E-Z MEMORANDUM 

URGENT 

TO: Senior Managers 

FROM: General Manager SUBJECT: Losses on grinder-blower 

Immediate consideration needs to be given to the critical situation regarding losses on 

the grinder-blower, which we introduced a year ago. Records of sales, costs, and 

profit/loss by quarters over the past year are as listed below: 

Quarter Number Sold Gross Sales Direct Cost Profit/Loss 

2nd, last year 185 $110,000 $93,000 + $17,000 

3rd, last year 180 108,000 92,400 + 15,600 

4th, last year 90 54,000 76,200 – 22,200 

1st, this year 75 45,000 73,500 – 28,500 

Obviously, we have not regained the 2nd and 3rd quarter trend toward profit. Neither 

were we correct in assuming that the winter months were “just lagging” in profits. I am 

asking this group to find out what the real problems are. 

----------------------------------------------------------------------------------------------------------- 

FARM E-Z ITEM NPC-1 


TO: New Products Coordinator 

FROM: Purchasing Agent SUBJECT: Grinder-blower 

We just received a report that the Switch Company will probably be on strike within a 

week, and that it will be a long one! 

The Switch Company has been supplying the bearings for the grinder-blower since we 

began to produce it last year. We ought to make sure that we need this high-quality 

bearing because prices have increased considerably in the last six months. 

If you could convince the Chief Engineer and the Manufacturing Superintendent to 

make some changes in the bearing specs, the cost problem—and profit problem—of the 

grinder-blower would be solved. I can get a good quality main support bearing for at 

least $35 less each ($70 per grinder-blower) and with an assured supply, if they will 

only change their specs slightly. 



New Products Coordinator 

Farm E-Z, Inc. 

Huntersville 

Dear New Products Coordinator: 

I have been a distributor of Farm E-Z’s products for nearly all the years that 

Farm E-Z has been in business, and I have never run into a problem like the one 

we have been having with the grinder-blower. It has trouble with the load 

control, mostly. I know your company is working on that and I am sure it will be 

solved. 

Also, your grinder-blower is priced too high. For $100 less, farmers in our area 

can buy a competitive product that will do the job just as well as yours. And, I 

can make more, if I wanted to, by selling the Mix-Well line. Their margin is a lot 

more than the 15% margin we get on yours. 

It’s not causing me a great deal of trouble, because not many are buying it, and I 

only keep one or two on hand . . . but it must be a real headache for you. I 

understand from the Sales Manager that you are the one responsible for this new 

machine and I thought I’d drop you a line to suggest that you might want to rethink 

the problems of cost and margin. Maybe the thing just ought to be dropped. 

Hope this has helped. 

Sincerely, 

Chris Dodson, 

Farm E-Z Distributor 

198 ❘❚ 



General Manager 


Huntersville 

Dear General Manager: 

l have been a customer of Farm E-Z for ten years and have been highly satisfied 

with all the products I’ve bought from you. And now, you introduce a new 

grinder-blower, just at the time when I was considering buying one. When I saw 

the ads, I thought, “Great!” Then I saw the price. Your other products don’t seem 

to be overpriced, but $700 for the grinder-blower is a bit much—especially when 

I compared prices and discovered that not one well-known brand comes even 

within $50 of your cost. Most are about $100 less. 

I’d surely like to buy Farm E-Z, but a dollar is a dollar. Can something be done 

about the price? 

Sincerely yours, 

Terry Gillmore, 

Profittown 

----------------------------------------------------------------------------------------------------------- 

FARM E-Z ITEM SM-1 


TO: 

Sales Manager 

FROM: Advertising Director SUBJECT: Grinder-blower 

I would like to suggest to you that we might increase profits on the grinder-blower by 

further advertising that would increase sales. 

If the advertising budget could be upped just 4% for the next three months, we could 

increase our advertising as follows: 

■ Increase direct mail advertising 10% 

■ Add several radio spots in crucial farm areas 

■ Increase magazine advertising 3% 

That, plus a new tack in the advertising—to suggest that the grinder-blower is better 

than any other and that’s why it costs a bit more—ought to do the trick! 





Huntersville 


Last summer I bought one of your new grinder-blowers, having heard about its 

tremendous value from a neighbor of mine. I had also seen a couple of your ads. 

However, I am disgusted with the thing. I have had the Distributor service it 

three times. They keep trying to repair it, but we don’t seem to get it working for 

long. Inasmuch as I’m not getting anywhere with them, I thought I would write 

directly to you. 

The problem isn’t a very big one, I guess. It’s the load control that keeps 

breaking down. It does cause great inconvenience and loss of valuable time. After 

all, when you pay as much as $700 for a thing like that, you expect it to work! 

Do something about it, please. 


Dale Pearson 

----------------------------------------------------------------------------------------------------------- 



TO: Sales Manager 

FROM: Manufacturing SUBJECT: Returns of Grinder-blowers 

Superintendent 

For your information: We have had to take back, from dissatisfied customers, a good 

number of grinder-blowers over the past three quarters. Returns, since the product was 

introduced a year ago: 

QUARTER NUMBER RETURNED 

2nd quarter, last year 

None 

3rd quarter, last year 3 

4th quarter, last year 6 

1st quarter, this year 8 

We have been forced to take these back because the sales representatives have not been 

competent in handling complaints from customers. 

200 ❘❚ 



TELEGRAM 

GENERAL MANAGER FARM E-Z INC STOP WHAT ARE YOU TRYING TO DO TO US 

ANYWAY STOP I AM GETTING FED UP WITH TRYING TO FIND OUT ANYTHING IN 

THIS COMPANY STOP ALL I GET OUT OF YOUR SALESPEOPLE IS PRESSURE TO 

SELL YOUR NEW PRODUCTS BUT NO HELP STOP IF YOU REALLY WANTED US TO 

SELL YOUR NEW GRINDER BLOWER YOU WOULD PROVIDE A DECENT 

DISTRIBUTOR MARGIN STOP CANCELLING DISTRIBUTORSHIP CONTRACT 

IMMEDIATELY STOP A.M. HUTCHINSON FARM E-Z DISTRIBUTOR 

----------------------------------------------------------------------------------------------------------- 




FROM: 

Sales Representative Petroski 

Been thinking about the new grinder-blower. 

You know, part of the problem might be that you are not offering enough incentive to 

the Farm E-Z sales force. $20 per unit is not much when you consider the size of the 

average purchase. Maybe everyone would get out and work harder if the personal 

reward were greater. 

You know the old story about the carrot? 




TO: 

Sales Manager 

FROM: Manufacturing Superintendent SUBJECT: Production Capability 

The production capability of our plant, as presently set up, is 105 of the grinder-blowers 

per month. We have not been geared to this, although we could handle 105. Originally, 

because of sales projections, we produced 90 each of the first six months it was on the 

market. In December, we reduced production to 80. In February, we cut back to 50. 

If we could change our plant set-up, we could possibly produce as many as 175 a month, 

should the market warrant such production. 

It is possible that our present set-up may need revision, anyway, in order to continue 

present production capabilities. New Union rules as to job descriptions indicate that we 

may need to hire a few more new employees to work on the grinder-blower. (We 

already know we need three more workers to keep up production of other lines.) 

Can sales sustain a production of 175 units per month twelve months from now? 

----------------------------------------------------------------------------------------------------------- 




FROM: General Manager SUBJECT: Sales Force Turnover 

What is happening to our sales representatives? My memory has been jogged on the 

losses we have been having when I studied the payroll list this morning. So, I looked it 

up and discovered that we lost two good sales representatives three years ago, three 

good ones two years ago, and four good ones last year. Why? Can’t something be done 

to correct this? 

202 ❘❚ 




TO: 

Sales Manager 

FROM: General Manager SUBJECT: Grinder-blower 

While I think that your advertising of the grinder-blower has just been “all right,” I don’t 

think it’s been up to the usual good work you and the Advertising Director produce. 

Think about ways we can strengthen our advertising on it and bring me some ideas. 

A few thoughts that occurred to me: 

■ Emphasize its economy even more than you have. 

■ Compare it to our biggest competitor, by name—use engineering details. 

■ Develop testimonials from happy customers (users). 

■ Develop more promotional material for distributor use. 

----------------------------------------------------------------------------------------------------------- 




FROM: H.L. Dropwatter, Sales Representative SUBJECT: Grinder-blower 

I need some help. I’ll be at the plant office next week, but I thought I’d send this memo 

in advance so maybe we can get our heads together to come up with some answers for 

me. 

The problem is this: Distributors are reporting customer irritation with the grinderblower. 

Apparently, it’s nothing terribly serious—but it is causing a lot of service calls. 

And—I frankly don’t know how to handle the distributors or the customers (I’ve 

encountered a few really “hot” ones) on this. 

Plus, distributors are not at all interested in emphasizing the grinder-blower to their 

customers. They say that it’s too much trouble to fix the part causing most of the 

problems. I’ve told distributors over and over the advantages of selling our grinderblower, 

but they don’t seem convinced. 

See you next week. 



Sales Manager 


Huntersville 

Dear Sales Manager: 

I’ve been a Farm E-Z distributor for over ten years now, and I can’t remember a 

time when I ever wrote the company with a complaint. This one isn’t really 

earth-shaking, but it has been persistent over the past year or so and I thought 

I’d call it to your attention so you can do something about it. It may help you— 

and it will certainly help me if something can be done. 

The sales representatives who have called on me over this past year just plain 

don’t seem to know what they’re talking about—especially in terms of that 

grinder-blower you started sometime last year. 

Can you do something about this? I do like the new sales representatives—don’t 

get me wrong. I just can’t get the proper information out of them. I’ve told the 

new person that I was going to write to you. 


Carson Treadwile 

----------------------------------------------------------------------------------------------------------- 




FROM: Kelly Matthison, SUBJECT: Groaning About Grinders 

Sales Representative 

Our new grinder-blower isn’t doing so well. My distributors just can’t seem to move 

them. And they are also wondering why we took on the line. I keep telling them it’s a 

big new profit opportunity but they don’t seem to be interested in expanding their line. 

Anyway, sales don’t look so good this month. I’d sure like some advice on how to get 

this thing moving. I’ll call you in a few days. 

204 ❘❚ 




TO: 

FROM: 

Sales Manager 

Willie Johnston, Sales Representative 

Just wanted you to know that this looks like a good month for our grinder-blower. 

Distributor Ken Perkins has sold five this month alone. With only two weeks of the 

month gone, I am already over quota. 

l think it’s a great product. 

----------------------------------------------------------------------------------------------------------- 

FARM E-Z ITEM CE-1 


TO: Chief Engineer 

FROM: Manufacturing Superintendent SUBJECT: Grinder-blower 

The problem of assembling the grinder-blower seems to get worse, not better. The 

process you designed for the final assembly of the grinder-blower involves way too 

much backtracking. Machines and workers seem to just run around, back and forth. It is 

a real problem—and a waste of time and effort that is undoubtedly causing some of the 

profit loss we are experiencing. 

Therefore, I suggest that you redesign the process. I’ll be glad to consult with you on it. 

It is probably the key to the problems we are having with the machine. 

The workers in the plant, I am sure, will be able to produce more efficiently with a 

simpler process—a straight one with no backtracking. They complain about this a lot— 

and I can see that it slows them down, too. 




TO: 

Chief Engineer 

FROM: Staff Engineer SUBJECT: Production of Grinder-blower 

I have been studying the problem of profit loss on the grinder-blower. 

It seems to me that we could cut production costs if we did the following: 

■ Combine the stamping processes for stamping shell and top cover into one instead 

of two processes. This would cut waste by 15%. 

■ Use another alloy in the gears (I’ve just found a better, cheaper alloy) which would 

cut costs 10%. 

■ Rearrange the assembly so that flailer is assembled just prior to installation rather 

than separately. This would save time, and, I estimate, cut costs 5%. 

These changes would require only minimal change in the production line, but would 

offer these benefits: 

■ 

Make the machine more durable. 

■ Cut production costs by 20%. 

----------------------------------------------------------------------------------------------------------- 



TO: 

Chief Engineer 

FROM: Project Engineer SUBJECT: Grinder-blower 

I know we have been getting a lot of complaints about the new load-control device. We 

have now completed a considerable amount of rechecking to determine if there were 

some problems in the device that we were unaware of. The tests included some 450 

hours of running time using the new load control. We encountered absolutely no trouble. 

On all of the load controls returned because of customer complaints we have found 

faulty adjustment. Admittedly, the new load control is a more sophisticated piece of 

equipment than the distributors have encountered to date, but that is no excuse for the 

shoddy service work they have been performing to date. 

Anyway, all of the problems seem to be in getting the field service technicians to make 

the proper adjustments on the equipment when it is installed and at service-call intervals. 

206 ❘❚ 





Huntersville 


After four service calls to have the load control on my new Farm E-Z grinderblower 

fixed, I told your distributor to keep the damn thing and that I was going 

to write to you to register a complaint. In fact, I’ve been so mad I have thought 

of suing you for false advertising. Your distributor encouraged me to write to 

you. 

Anyway, the load control on the thing is just plain faulty. And I just don’t have 

time to fool around with it. Just when you need it, it quits! 

You keep this up and Farm E-Z will be a bad name around here. I’ve a neighbor 

who has the same trouble with his, and I’ve heard from a few others the same 

thing. 

Disgustedly yours, 

Tom MacFarland 

----------------------------------------------------------------------------------------------------------- 

FARM E-Z ITEM MFG-1 



FROM: Manufacturing SUBJECT: Returns of Grinder-blowers 


For your information: We have had to take back, from dissatisfied customers, a good 

number of grinder-blowers over the past three quarters. 

Returns, since the product was introduced a year ago: 

QUARTER NUMBER RETURNED 

2nd quarter, last year 

None 

3rd quarter, last year 3 

4th quarter, last year 6 

1st quarter, this year 8 

We have been forced to take these back because the sales representatives have not been 

competent in handling complaints from customers. 




TO: 

Sales Manager 

FROM: Manufacturing SUBJECT: Production Capability 


The production capability of our plant, as presently set up, is 105 of the grinder-blowers 

per month. We have not been geared to this, although we could handle 105. Originally, 

because of sales projections, we produced 90 each of the first six months it was on the 

market. In December, we reduced production to 80. In February, we cut back to 50. 

If we could change our plant set-up, we could possibly produce as many as 175 a month, 

should the market warrant such production. 

It is possible that our present set-up may need revision, anyway, in order to continue 

present production capabilities. New Union rules as to job descriptions indicate that we 

may need to hire a few more new employees to work on the grinder-blower. (We 

already know we need three more workers to keep up production of other lines.) 

Can sales sustain a production of 175 units per month twelve months from now? 

----------------------------------------------------------------------------------------------------------- 



TO: Manufacturing Superintendent 

FROM: General Foreman SUBJECT: Discontent in Plant 

I want to advise you that there has been considerable upset among the workers in the 

plant during the past three months over the change in prework coffee time. 

When the workers were permitted to have a cup of coffee in the lunch room and 

exchange the morning’s news before beginning their day’s work, they seemed content. 

Now, since that privilege has been removed—along with the coffee pot—they spend a 

good bit of time grumbling each morning. It appears, from what I hear and see, that they 

get started working later than they used to. I wonder if this is not reducing efficiency and 

productivity. 

Please advise. 

208 ❘❚ 




TO: 

Manufacturing Superintendent 

FROM: Purchasing Agent SUBJECT: Switch Company— 

Possible Strike 

The other day we had a telephone call from the Shipping Agent of the Switch Supply 

Company saying that they are anticipating a shut-down strike in a week. They expect the 

strike would last no longer than six weeks. They wanted to know how many main 

bearings we can order now so that they can supply us out of their present inventory. 

I checked inventory: We have only 1,000 bearings in stock. 

----------------------------------------------------------------------------------------------------------- 



TO: Chief Engineer 

FROM: Manufacturing SUBJECT: Grinder-blower 


The problem of assembling the grinder-blower seems to get worse, not better. The 

process you designed for the final assembly of the grinder-blower involves way too 

much backtracking. Machines and workers seem to just run around, back and forth. It is 

a real problem—and a waste of time and effort that is undoubtedly causing some of the 

profit loss we are experiencing. 

Therefore, I suggest that you redesign the process. I’ll be glad to consult with you on it. 

It is probably the key to the problems we are having with the machine. 

The workers in the plant, I am sure, will be able to produce more efficiently with a 

simpler process—a straight one with no backtracking. They complain about this a lot— 

and I can see that it slows them down, too. 





Huntersville 

Dear Manufacturing Superintendent: 

I am calling to your attention—again!—that we of Producers Union are getting 

increasingly more upset by the complaints of the employees working in your 

production plant. 

The pitch of the complaining is getting even higher. I do not like to be a troublemaker, 

but rather a trouble-shooter, and I thought I would write to you, once 

more, to let you know that I think the grumbling from the workers is about at 

the explosion point. I’d like to think that, together, we can solve this problem. 

It seems that the workers are quite upset over the changes that keep coming in 

the production of the grinder-blower. They have been trained for their jobs, and 

these continuing changes in production and assembly leave them feeling as if 

they are incompetent. Really, they are not; but they are entitled, by contract, to 

having the same, secure job. 

I suggest that you look into this immediately. It appears that this might be 

reducing efficiency for you. It certainly is causing us problems. I will investigate 

further. 


Union Steward 

210 ❘❚ 




TO: 


FROM: Manager of Accounting SUBJECT: Profit loss on Grinder-blower 

Urgently call to your attention the surplus parts inventory we are carrying for the 

grinder-blower. At present, we have a $50,000 inventory that we are not using. The 

interest on that capital investment amounts to $3,000 a year in profits! 

----------------------------------------------------------------------------------------------------------- 

FARM E-Z ITEM ACCT-1 


TO: Manufacturing Superintendent 

FROM: Manager of Accounting SUBJECT: Profit loss on Grinder-blower 

Urgently call to your attention the surplus parts inventory we are carrying for the 

grinder-blower. At present, we have a $50,000 inventory that we are not using. The 

interest on that capital investment amounts to $3,000 a year in profits! 




TO: 

Manager of Accounting 

FROM: Purchasing Agent SUBJECT: .018" Sheet Steel 

for Grinder-blower 

We have just been advised by the United Steel Company that the sheet steel we are 

using on the grinder-blower will go up, effective the first of next month—3%. 

In reviewing the records on .018" sheet steel, I note that the price has gone up three 

times since we began producing the grinder-blower: 

■ 

August—l% 

■ October—an additional 1% 

■ December—another 2% 

And, now, this new rise. I call it to your attention, aware that profits on the grinderblower 

are in serious trouble. 

----------------------------------------------------------------------------------------------------------- 



TO: 


FROM: Purchasing Agent SUBJECT: Alloys in Grinder-blower 

Not only has the cost of the alloy used in the gears of the grinder-blower gone up, but 

we are having a difficult time keeping our receiving records in agreement with their 

shipping records and invoices. The cost of the alloy rose 2% last month. 

212 ❘❚ 




TO: 


FROM: Bookkeeper SUBJECT: Expense Accounts 

You asked me to keep an eye on sales representatives’ expense accounts and report any 

unusual rises. 

Two months ago there was an increase in expense account total of 1 1 / 2 %—but I wasn’t 

concerned because I knew general costs were rising. 

However, last month, and again this month, expense account charges have gone up 

considerably: 

■ Last month—up 3% 

■ This past month—up another 3% 


FARM E-Z PROBLEM CLASSIFICATION SHEET 

Instructions: Classify each of the following problem statements into one of the four 

categories by placing an “x” in the appropriate columns. 

Problem Area 

Symptom 

True 

Problem 

Future 

Problem 

Not 

Relevant 

1. Distributors and sales 

representatives not satisfied 

with the new line ________ ________ ________ ________ 

2. Insufficient training on 

servicing the load control ________ ________ ________ ________ 

3. Sales representatives who 

cannot explain to the distributor 

how to sell the grinder-blower ________ ________ ________ ________ 

4. Rate of service calls for load 

control ________ ________ ________ ________ 

5. Insufficient sales training on 

marketing the product ________ ________ ________ ________ 

6. Distributors not pushing the 

new line ________ ________ ________ ________ 

7. Insufficient distributor training 

on marketing the product ________ ________ ________ ________ 

8. Insufficient advertising ________ ________ ________ ________ 

9. Sales-force turnover ________ ________ ________ ________ 

10. Production capabilities ________ ________ ________ ________ 

11. Distributor cancellation ________ ________ ________ ________ 

12. Grinder-blower returns ________ ________ ________ ________ 

13. Complaints about over-priced 

grinder-blower ________ ________ ________ ________ 

14. Union complaint ________ ________ ________ ________ 

15. Grinder-blower assembly ________ ________ ________ ________ 

16. Switch company strike ________ ________ ________ ________ 

17. Bearing quality ________ ________ ________ ________ 

18. Prework coffee time ________ ________ ________ ________ 

19. Gear alloy ________ ________ ________ ________ 

20. Sales representatives’ 

expense accounts ________ ________ ________ ________ 

21. Cost of steel ________ ________ ________ ________ 

22. Surplus stock inventory ________ ________ ________ ________ 

23. Sales incentives ________ ________ ________ ________ 

24. Distributor margin ________ ________ ________ ________ 

214 ❘❚ 


FARM E-Z PROBLEM CATEGORIZATION SHEET 

Following are listed the appropriate problem classifications. Compare them with the 

ones you selected on the Farm E-Z Problem Classification Sheet. 

Problem Area 

Symptom 

True 

Problem 

Future 

Problem 

Not 

Relevant 

1. Distributors and sales 

representatives not satisfied 

with the new line ___X___ ________ ________ ________ 

2. Insufficient training on 

servicing the load control ________ ___X___ ________ ________ 

3. Sales representatives who 

cannot explain to the distributor 

how to sell the grinder-blower ___X___ ________ ________ ________ 

4. Rate of service calls for load 

control ___X___ ________ ________ ________ 

5. Insufficient sales training on 

marketing the product ________ ___X___ ________ ________ 

6. Distributors not pushing the 

new line ___X___ ________ ________ ________ 

7. Insufficient distributor training 

on marketing the product ________ ___X___ ________ ________ 

8. Insufficient advertising ________ ________ ________ ___X___ 

9. Sales-force turnover ___X___ ________ ________ ________ 

10. Production capabilities ________ ________ ________ ___X___ 

11. Distributor cancellation ___X___ ________ ________ ________ 

12. Grinder-blower returns ___X___ ________ ________ ________ 

13. Complaints about over-priced 

grinder-blower ___X___ ________ ________ ________ 

14. Union complaint ________ ________ ___X___ ________ 

15. Grinder-blower assembly ________ ________ ___X___ ________ 

16. Switch company strike ________ ________ ___X___ ________ 

17. Bearing quality ________ ________ ________ ___X___ 

18. Prework coffee time ________ ________ ________ ___X___ 

19. Gear alloy ________ ________ ________ ___X___ 

20. Sales representatives’ 

expense accounts ________ ________ ________ ___X___ 

21. Cost of steel ________ ________ ________ ___X___ 

22. Surplus stock inventory ________ ________ ________ ___X___ 

23. Sales incentives ________ ___X___ ________ ________ 

24. Distributor margin ________ ___X___ ________ ________ 


FARM E-Z PROCESS OBSERVATION FORM 

Instructions: During the upcoming problem-solving process, you are to write your 

answers to the following questions. Be sure to record who did what. 

Organization 

1. How did the team members get started? 

2. Who assumed leadership responsibilities? How did this come about? 

3. How did the team members begin sharing their resources? 

4. What procedures did they develop to solve the problem? 

The Flow of Information 

5. How did the team members expose all of the information about the problem? 

6. Which pieces of information were accepted? Which were rejected? 

216 ❘❚ 


7. How was the information collated or compiled? 

The Processing of the Information 

8. How did the team stay on track? 

9. What decision rules emerged? 

10. What visual aids were employed? 

11. How was consensus achieved and tested? 

Critique 

12. How did the team discuss its own functioning? 

13. What climate emerged in the meeting? 


❚❘ 

FARMERS: INFORMATION SHARING 

Goals 

■ 

■ 

To demonstrate the effects of collaboration and information sharing in problem 

solving. 

To explore aspects of collaboration such as verbal communication and division of 

labor. 

Group Size 

A maximum of four subgroups of seven to ten members each. 

Time Required 


Materials 

■ 

■ 

■ 

■ 

■ 

■ 

A copy of the Farmers Task-Force Instruction Sheet for each participant. 

A copy of the Farmers Judge Sheet for each judge. 

A copy of the Farmers Observer Sheet for each observer. 

A set of the Farmers Bits of Information Sheets for each subgroup. (Each set contains 

six different sheets, cut apart.) 

A pencil for each judge and each observer. 



A room in which all subgroups can work without disturbing one another or, preferably, a 

small room for each subgroup. 

Process 

1. The facilitator leads a brief discussion of cooperation and collaboration, then 

introduces to the participants an opportunity to explore some aspects of 

collaboration through actual experience. (Five minutes.) 

2. The facilitator divides the participants into approximately equal subgroups of at least 

seven members each. Six members of each subgroup are designated as a “task force” 

and the seventh member as a “judge.” The remaining members in each subgroup are 

218 ❘❚ 


told that they will act as observers. (If there are only seven members in a subgroup, 

the judge also serves as the observer.) 

3. Each participant is given a copy of the Farmers Task-Force Instruction Sheet, and 

each subgroup is assigned to a different location. 

4. While the task-force members study their instructions, the judges and observers are 

instructed to gather around the facilitator, leaving their task forces at their separate 

locations. The facilitator gives each judge a copy of the Farmers Judge Sheet and a 

pencil and gives each observer a copy of the Farmers Observer Sheet and a pencil. 

Time is allowed for them to study the material and ask questions. (Ten minutes.) 

5. The facilitator gives each judge a set of the Farmers Bits of Information Sheets and 

sends all members back to their subgroups. 

6. The facilitator tells the subgroups that they have twenty minutes in which to 

complete their tasks and then tells the judges to begin. 

7. When the subgroups have finished their tasks, or when more than twenty minutes 

has elapsed, the facilitator calls time and assembles all members, keeping the task 

forces together. The facilitator then solicits reports from the observers for each 

subgroup. (Up to five minutes per report, fifteen minutes total.) 

8. The facilitator instructs the members to discuss their reactions to the experience 

within their subgroups. (Ten minutes.) 

9. The facilitator leads a general discussion to help participants review how the various 

subgroups approached and organized the task (division of labor, emergence of 

leadership, exchange of information), comparing and contrasting various task-force 

group processes. 

10. In their subgroups, participants are directed to identify helping and hindering factors 

that affect collaboration. (Ten minutes.) 

11. Subgroup reports are made to the total group. The facilitator helps to develop a list 

of principles of collaboration and cooperation based on the subgroup reports. (Ten 

minutes.) 

12. Each participant is instructed to develop an individual action plan to apply the 

principles learned from the experience to other problem-solving situations. (Five 

minutes.) 

13. The action plans are shared in the large group or with one or two other participants 

in pairs or trios. (Ten minutes.) 

Variations 

■ 

If a task force is composed of only five members, the Farmers Bits of Information 

Sheets are cut into five pieces and distributed to the five members. 


■ 

■ 

If task forces are composed of more than six members, the Farmers Bits of 

Information Sheets can be cut into single items and distributed among the members 

until all thirty bits are handed out. 

If after ten minutes a task force appears to be unable to make any visible progress, the 

facilitator can offer the following clue: “Since it is forbidden to write, it becomes 

increasingly difficult for a single individual to remember all the necessary data as well 

as to process it.” If after a few minutes it becomes obvious that this clue did not help, 

the facilitator can add another clue as follows: “It may be worthwhile to arrange 

yourselves physically according to the locations of the houses in the village.” 

Submitted by Aharon Kuperman. 

220 ❘❚ 


FARMERS TASK-FORCE INSTRUCTION SHEET 

1. Your group’s judge will tell you when and how to begin working. 

2. Each member of the task force will receive written bits of information. These are not 

to be shown to others. 

3. What will be required of you, and how to go about it, will become clear as you share 

information with the other members of your task force, through verbal 

communication only. 

4. When you and your coworkers feel that the required tasks have been completed, call 

the judge to check your results. 

5. If your tasks have been only partially completed, or if you have done more than 

what was required, the judge will consider the tasks as being totally incomplete. In 

that case, you will be required to keep working without the benefit of knowing 

which part of your task, if any, has been completed satisfactorily. 

6. The following rules will be observed throughout this activity: 

a. From the moment the task force begins work, members may speak to other taskforce 

members only. 

b. You may not show others the contents of your written bits of information. 

c. You may not write anything. 

d. You must obey the judge’s instructions. 

7. You will have twenty minutes in which to complete your task. 


FARMERS JUDGE SHEET 

1. Your job is to enforce the rules and judge the task force’s solution. 

2. Study carefully the Farmers Task-Force Instruction Sheet. Ask the task-force 

members if they have read and understood their instructions and answer any 

questions before they begin to work. 

3. When the task force is ready, give each member a separate set of items from the 

Farmers Bits of Information Sheets and tell the members to begin working. Record 

the time at which they begin. 

4. Enforce the rules, e.g., do not allow the task-force members to write anything. 

5. If the subgroup tells you that the task has been completed, check whether or not the 

answers are correct: 

a. Skinner drives (or owns) a truck. 

b. Hull grows apples. 

6. If the answers are correct, record the time at which the subgroup finished the task 

and report to the facilitator that your subgroup has finished. 

7. If only one of the above answers is given to you or if the subgroup begins to recite 

additional answers (not asked for) such as “Skinner raises pigeons, grows 

almonds . . .,” announce that the task is incomplete and instruct the members to keep 

on working until they finish with what was required of them or until the facilitator 

stops the activity. 

222 ❘❚ 


FARMERS OBSERVER SHEET 

1. Your job is to observe your task force’s group processes, record them, and report 

your observations to the entire group. 

2. Do not reach conclusions or attribute intentions and feelings to others. Simply 

describe what you actually see. 

3. Read the Farmers Task-Force Instruction Sheet in order to familiarize yourself with 

the task and the ground rules. The task force is given bits of information from which 

it is to determine who drives a truck and who grows apples. 

4. Use the following guide, add whatever seems pertinent, and consult the solution 

table below as an aid for your observations. 

Individual 

a. Who initiates action, how is it done, and what is the action? 

b. Who contributes to or obstructs the task? How? Is the behavior effective? 

c. Other: 

Group 

a. Did the members know and agree on the required tasks prior to beginning the 

problem solving or did they start working immediately? 

b. What patterns of communication developed? 

c. What procedures to solve the problem developed? 

d. How were the data gathered and compiled? 

e. What was the climate that emerged? Were there any turning points? 

f. Other: 

Solution: 

Skinner Thorndike Pavlov Kohler Hull 

Animals pigeons cats dogs chimpanzees Albino rats 

Fruit almonds plums cherries pears *apples 

House bungalow red brick log cabin cottage ranch 

Location west northwest north northeast east 

Vehicle *truck sports car motorcycle station wagon limousine 

*Items to be deduced by the task force. 


FARMERS BITS OF INFORMATION SHEET (A) 

----------------------------------------------------------------------------------------------------------- 

■ 

■ 

■ 

■ 

■ 

The dogs’ owner lives next door to the house with a plum orchard. 

Hull raises Albino rats. 

The farmer who lives in the bungalow raises pigeons. 

Only one of the village houses is located on the east side. 

The farmer who lives next to Pavlov drives a station wagon. 

----------------------------------------------------------------------------------------------------------- 

FARMERS BITS OF INFORMATION SHEET (B) 

■ 

■ 

■ 

■ 

■ 

Pavlov’s neighbor raises chimpanzees. 

The farmer who raises dogs also grows cherries. 

Skinner lives next to the red brick house. 

One of your subgroup’s tasks is to decide who drives a truck. 

The houses of the village are standing in a semicircle, beside one another. 

----------------------------------------------------------------------------------------------------------- 

FARMERS BITS OF INFORMATION SHEET (C) 

■ 

■ 

■ 

■ 

■ 

Kohler grows pears. 

There is a limousine in the garage of the ranch house. 

Each farmer raises a different kind of animal. 

Farmer Thorndike lives next to farmer Skinner. 

A motorcycle stands in the back yard of the log cabin. 

----------------------------------------------------------------------------------------------------------- 

224 ❘❚ 


FARMERS BITS OF INFORMATION SHEET (D) 

■ 

■ 

■ 

■ 

■ 

The person who raises cats lives next door, to the east, of the house with the almond 

trees. 

Your group has less than three tasks. 

Every week boxes of dog food are placed at the gate of the log cabin. 

Only one of the village houses is located on the west side. 

Each of the five farmers living in the village drives a different kind of vehicle. 

----------------------------------------------------------------------------------------------------------- 

FARMERS BITS OF INFORMATION SHEET (E) 

■ 

■ 

■ 

■ 

■ 

The log cabin is in the northern position in the village. 

Each farmer grows a different kind of fruit. 

The ranch house stands next to the cottage. 

Farmer Thorndike drives a sports car. 

Farmer Skinner raises pigeons. 

----------------------------------------------------------------------------------------------------------- 

FARMERS BITS OF INFORMATION SHEET (F) 

■ 

■ 

■ 

■ 

■ 

Only farmer Skinner lives at the west end of the village. 

There are Albino rats in the yard of the ranch house. 

One of your group’s tasks is to decide who grows apples. 

Pavlov lives in the log cabin. 

Each farmer lives in a different type of house. 

----------------------------------------------------------------------------------------------------------- 


❚❘ 

KOHBAR: AN INFORMATION-SHARING MULTIPLE 

ROLE PLAY 

Goals 

■ 

■ 

■ 

■ 

To study how information relevant to a task is shared within work groups. 

To observe problem-solving strategies within work groups. 


To demonstrate the effects of hidden agendas on group decision making. 

Group Size 

Up to five subgroups of six members each. 

Time Required 


Materials 

■ 

■ 

■ 

■ 

■ 

■ 

A set of five Kohbar Data Sheets for each subgroup, one sheet for each member 

except Colonel Brown. Each sheet is coded by the number of dots (from one to five) 

at the end of the first paragraph, and each sheet contains some data that are unique to 

that sheet. 

A Kohbar Map and a Kohbar Equipment-Specifications Summary Sheet for each 

participant. 

One Kohbar Biography Sheet for each subgroup member except those who play 

Colonel Brown (each receives only the biography for the character he or she is to role 

play). 

A set of all six Kohbar Biography Sheets (one for each of the six roles) for the 

member in each subgroup who will play Colonel Brown. 

Blank paper and a pencil for each subgroup member. 

One Kohbar Problem-Solution Sheet for each participant. 


A room large enough for all subgroups to work simultaneously without distracting or 

overhearing one another. (One large room may be used for instructional and processing 

phases, with smaller rooms available in which subgroups can work during the problem- 

226 ❘❚ 


solving phase.) It is useful to provide a table and chairs for each subgroup, with extra 

chairs for observers, if used. 

Process 

1. The facilitator informs participants that they will be engaging in a problem-solving 

activity. 

2. The facilitator divides the participants into subgroups of six. (Additional members 

may serve as observers.) 

3. The facilitator explains that the subgroups’ task is to recommend a type of armored 

personnel carrier (APC) to be purchased by the nation of Kohbar. He or she says that 

one type of APC is the best choice, considering all available data, but that each of 

the subgroups is to make its decision privately and independently. 

4. The facilitator distributes materials, as follows: 

■ A set of five different Kohbar Data Sheets is given to each subgroup, with each 

member except Colonel Brown receiving a differently coded sheet. 

■ Each member of each subgroup (including Colonel Brown) receives a Kohbar 

Map and a Kohbar Equipment-Specifications Summary Sheet. 

■ Each subgroup member except Colonel Brown receives a Kohbar Biography 

Sheet for the character he or she is to role play. 

■ The Colonel Brown in each subgroup receives all six Kohbar Biography Sheets— 

one for each role in the subgroup. 

■ All members are given blank paper and a pencil. 

5. The facilitator informs members that their subgroup will have one hour in which to 

make a recommendation. He or she says that if a subgroup finishes before time is 

called, its members may silently observe other subgroups but are not to distract other 

members or join in another subgroup’s process. 

6. When all subgroups have completed their tasks, or at the end of the hour, the 

facilitator processes the experience through a discussion of the problem-solving 

strategies observed, the effects of collaboration and competition in the subgroup, the 

ways in which information was shared in the subgroup, and the effects that hidden 

agendas had on the subgroup process. 

7. The facilitator then distributes the Kohbar Problem-Solution Sheet and discusses it. 

Variations 

■ 

Observers may be assigned to specific subgroups to provide feedback on individual 

work styles or may circulate from subgroup to subgroup to provide more generalized 

data. 


■ 

■ 

■ 

The facilitator may stress competition between subgroups by posting the amount of 

time used by each subgroup in accomplishing its task and by posting the 

recommendation made by each subgroup. 

The facilitator may inform participants at the beginning that they each have different 

information on their data sheets. 

The data and problem may be tailored to a particular subgroup of participants, or they 

may be made more or less complex. 

Submitted by Robert E. Mattingly. 

228 ❘❚ 


KOHBAR DATA SHEET 

Your group has been hurriedly called into session by Ambassador Neumann of Ednor. 

Last evening at a diplomatic function, His Highness Prince Dolar (oldest son of the 

ruler) indicated that the country of Kohbar was interested in purchasing armored 

personnel carriers (APCs) for its ground defense force. 

Kohbar’s principal antagonist and traditional enemy is the currently leftist People’s 

Democracy of Drabar (PDD). PDD’s army has recently acquired thirty Nandorian BTR- 

60P (BTR) personnel carriers. Ednor’s foreign service agency, the FSA, reports that 

PDD is negotiating for the purchase of seventy additional BTRs with spare parts and 

advisers from Lobar. A force of this size would be capable of lifting two full-strength 

infantry battalions and their organic weapons. Such a capability might alter the 

precarious balance of power between Kohbar and PDD and is certainly of concern for 

prestige reasons. 

The date is 1 July 1993. The ambassador has informed Prince Dolar that Ednor 

would prefer not to supply additional arms directly to Kohbar. The ruler has, however, 

asked that the Ednor Embassy provide his chief of staff with a recommended APC type. 

His government apparently intends to use this recommendation as a departure point for 

negotiations with the manufacturing country. Ambassador Neumann is scheduled to dine 

with both the ruler and Prince Dolar this evening and has promised to present a military 

appraisal at that time. 

Background 

Both Kohbar and PDD are located in the southern portion of the Faraway peninsula. The 

climate is hot and dry most of the year. Inasmuch as the two countries achieved their 

independence from colonial powers in the late 1940s, traditional rivalries have been 

exacerbated by the discovery of high-grade petroleum in the Kohbar coastal plain. The 

significant topographic features of the two nations are depicted on the map of Kohbar. 

The Wahwah River seldom rises higher than five feet but is fast moving. Rainfall is 

limited to the February-April period and averages six to eight inches per year. 

Kohbar has agreed to limited airfield use by Ednor and Tetler, while PDD has 

provided similar facilities for the U.P.P., Lobar, and Nandor. The main desert areas are 

passable by both wheeled and tracked vehicles. 

Bridging limitation on the major axis of any military advance is generally twenty 

tons. Excellent cross-country mobility in any vehicle purchased is highly desirable. 

Small arms and ammunition stocks are predominately of Ednorian World War II 

vintage. The Kohbar rifle squad is composed of six infantry soldiers and a squad leader. 

It is believed that Kohbar’s actual requirement for APCs is militarily minimal. An 

increased anti-armor capability utilizing infantry-type weapons would be cheaper and 

just as effective. However, because prestige is involved and cost is not a problem, the 

purchase scheme will doubtless be pursued. A proven design is essential. The vehicle 


must be able to cross the Wahwah River and have a close-in, antipersonnel armament 

capability. 

A rough “shopping list” of five possible APC choices and comparison data for the 

BTR-60P are provided. The Defense Attaché Office working group is headed by 

Colonel R. Brown, Ednor Air Force, and includes Lieutenant Colonel A. Green, Ednor 

Army (Army attaché), Lieutenant Colonel S. Grey, Ednor Marine Corps (Naval attaché), 

Captain L. White, Ednor Army (adviser to the 1st Commando Battalion), Warrant 

Officer J. Red, Ednor Air Force (maintenance adviser to the Royal Kohbar Air Corps), 

and Mr. H. Black, assistant counselor for economics, Ednor Embassy. Mr. Black has a 

civilian rank equivalent to lieutenant colonel. 

Colonel Brown will present the recommended type of APC to Ambassador 

Neumann at a private appointment scheduled in one hour. 

230 ❘❚ 






personnel carriers (APCs) for its ground defense force.. 
















Background 











The Kohbar ground defense force is composed primarily of tough natives who are 

intensely loyal to the royal family of Kohbar. Until 1969 there were few vehicles of any 

type. Mechanical skills are generally low, and most maintenance is performed by 

Partsians on a contract basis. Current in-service vehicles are of Tetler and Ednor 

manufacture. Highly technological APCs could probably not be given adequate 

maintenance support. 









capability. 











232 ❘❚ 






personnel carriers (APCs) for its ground defense force... 
















Background 









provided similar facilities for the U.P.P., Lobar, and the Nandor. The main desert areas 

are passable by both wheeled and tracked vehicles. 

The Kohbar armed forces are composed of a ground defense force (Army) and a 

small air defense force (Royal Kohbar Air Corps). The Air Corps equipment consists 

exclusively of aircraft manufactured in Ednor and Tetler. Two fighter squadrons of 

F-104 Starfighters are operational. The pilots and ground crews are being trained by a 

260-person South Mallean contingent, which provides a pool of maintenance experts. 









capability. 



Colonel R. Brown, Ednor Air Force and includes Lieutenant Colonel A. Green, Ednor 








234 ❘❚ 






personnel carriers (APCs) for its ground defense force.... 
















Background 











Kohbar has diplomatic missions in Jolar, South Malle, Gommore, Tetler, and 

Ednor. These countries, as well as Mopar, Fopaam, Partsan, Curran, and the Republic of 

Upaan, have representation in the capital of Milhelm. 









capability. 











236 ❘❚ 






personnel carriers (APCs) for its ground defense force..... 



60P personnel carriers. Ednor’s foreign service agency, the FSA, reports that PDD is 

negotiating for the purchase of seventy additional BTRs with spare parts and advisers 

from Lobar. A force of this size would be capable of lifting two full-strength infantry 

battalions and their organic weapons. Such a capability might alter the precarious 

balance of power between Kohbar and PDD and is certainly of concern for prestige 

reasons. 








Background 

Both Kohbar and PDD are located in the southern portion of the Faraway peninsula. 

The climate is hot and dry most of the year. Inasmuch as the two countries achieved 

their independence from colonial powers in the late 1940s, traditional rivalries have 

been exacerbated by the discovery of high-grade petroleum in the Kohbar coastal plain. 

The significant topographic features of the two nations are depicted on the map of 

Kohbar. The Wahwah River seldom rises higher than five feet but is fast moving. 

Rainfall is limited to the February-April period and averages six to eight inches per year. 




The capital city, Milhelm, is a rapidly developing port and commercial center. In 

order to foster reciprocal development of maritime ties with seafaring nations, the 

government has a long-standing policy of dealing with such countries to the exclusion of 

all others. Such relations are especially strong with Tetler and South Malle. 









capability. 











238 ❘❚ 


KOHBAR MAP 


KOHBAR EQUIPMENTSPECIFICATIONS SUMMARY SHEET 

BTR-60P (Nandor) (For Comparison Only) 

Crew: 2 

Troops: 12 

Weight: 10 tons 

Height: 2.3 meters 

Length: 7.3 meters 

Width: 2.8 meters 

Road Speed/Range: 80 k.p.h./500 k.p.h. 

Propulsion: 8 wheels on land, hydrojet in water, totally amphibious 

Armament: 14.5 mm heavy machine gun and 7.62 mm light machine gun in turret 

(manual traverse) 

Power: Two 6-cylinder gasoline engines 

Advantages: Fast road speed, amphibious capability, troop capacity. 

Disadvantages: Poor cross-country mobility, troops must dismount from top hatches, 

very light overhead armor, limited night operational capability. 

FV 432 APC (Tetler) 

Crew: 2; 10 infantry soldiers 

Weight: 15.1 tons 





Power: 6-cylinder multifuel, automatic transmission 

Armament: One 7.62 mm light machine gun, externally mounted 

Propulsion: Fully tracked vehicle 

Advantages: Proven design, in service with the Royal Armored Corps since 1965. Can 

be delivered with 105 mm “Wombat” antitank recoilless rifle, has good night-driving 

capability, has retriever and command-vehicle variants in production. Spare parts 

readily available. Good armor protection. 

Disadvantages: Rather heavy, relatively slow, cross-country mobility only fair, no 

amphibious capability. Maintenance intensive. 

Cost: 120,000 gold pieces each, including basic spare parts and track 

Delivery: 12 months 

Crew training: 12-14 weeks 

240 ❘❚ 


APC M-1967 (New) (South Malle) 







Power: 6-cylinder, turbocharged diesel 

Armament: One 20 mm cannon in rotating turret, two 7.62 mm light machine guns, 

firing ports for infantry soldiers 


Advantages: Wading ability to 2 meters, excellent fire power. Good cross-country 

mobility, conventional steering, exceptional crew protection and comfort (including 

ventilation systems and sleeping provision). Full night operational capability. 

Probably the best all-around APC. 

Disadvantages: Very heavy, perhaps overengineered, no amphibious capability, no 

retriever variant, maintenance intensive. 

Cost: 950,000 gold pieces each, exclusive of spare parts 

Delivery: 12-14 months 


APC Type 60 (Improved) (Mopar) 


Weight: 12 tons 





Power: V-8 diesel 

Armament: .50 caliber heavy machine gun in external mount, .30 caliber light machine 

gun in hull 


Advantages: Very low ground pressure, good cross-country mobility, extremely reliable, 

can be fitted with Ednor-manufactured TOW antitank, wire-guided missile system. 

Disadvantages: No amphibious capability, crew comfort is nil, engine compartment and 

fuel side-by-side near troops, small exit hatches. 

Cost: 400,000 gold pieces each, exclusive of spare parts 




AMX-10P APC (Jolar) 







Power: Water cooled, multifuel 

Armament: 20 mm cannon, 17.62 mm light machine gun (both in enclosed turret) 

Propulsion: Fully tracked (a wheeled variant is undergoing tests at present) 

Advantages: Excellent cross-country mobility, fully amphibious, excellent fire power, 

good power-to-weight ratio, currently in full production for Jolarian army. An 

outstanding future appears to await this vehicle. 

Disadvantages: A new vehicle not fully debugged, no variants in production, although a 

number are planned, including a retriever and command vehicle. 20 mm gun had 

some initial development problems. 

Cost: 1,200,000 gold pieces each, exclusive of spare parts 

Delivery: 8-10 months (est.) 


HG Pbv 302 (Gommore) 







Power: 6-cylinder, supercharged diesel 

Armament: 20 mm automatic cannon in handwheel traverse turret 

Propulsion: Fully tracked 

Advantages: Superior cross-country mobility, excellent armor protection, fully 

amphibious, high power/weight ratio. Variants include: retriever, command vehicle, 

bridge layer, artillery-fire control vehicle. Exits through both rear and top. One of the 

best designed and executed APCs extant. 

Disadvantages: No antipersonnel armament (machine guns), relatively short range, hand 

turret traverse. 

Cost: 380,000 gold pieces (est.), exclusive of spare parts 



242 ❘❚ 


KOHBAR BIOGRAPHY SHEET 

Warrant Officer J. Red, Ednor Air Force 

Warrant Officer Red was born 9 November 1957. He enlisted in the Army in 1974 and 

left the Army as a sergeant in 1977. Red immediately joined the Ednor Air Force. 

Trained as a maintenance systems noncommissioned officer, Airman Red rapidly proved 

to be particularly successful in organizing programs to keep A1E propeller-driven 

aircraft operational. Promoted to staff sergeant in 1979 and master sergeant in 1981, he 

spent a total of thirty-six months as a maintenance adviser to the Pilamian Air Force. 

Returning to Ednor in 1983, Master Sergeant Red was appointed a warrant officer 

and assigned to Offutt Air Force. In 1985, Warrant Officer Red completed his degree at 

a community college. He has attended numerous technical schools and is considered the 

most knowledgeable member of the Ednor Embassy staff on maintenance matters. 

Warrant Officer Red arrived in Kohbar eighteen months ago and has established an 

outstanding working relationship with the Mallean Air Force advisers and technicians 

who service the Kohbar F-104 Starfighters. He has expressed interest in employment 

with the Mallean contract firm after his retirement in 1994. Colonel Brown is 

particularly fond of Red and values his judgment. 

Both Lieutenant Colonel Green and Lieutenant Colonel Grey regard Red as an 

excellent mechanic but as totally unmilitary. Red is married and has two small children 

who reside in the Ednorian compound. 



Lieutenant Colonel S. Grey, Ednor Marine Corps 

Lieutenant Colonel Grey was born in 26 May 1950. He received his degree in 1971. 

Following graduation, Second Lieutenant Grey was commissioned in the Marine Corps 

Reserve and reported to The Basic School for duty. 

During the first ten years of his service with the Marines, he was posted to infantry 

units of the 2nd and 3rd Marine Divisions. Promoted to first lieutenant in 1973 and 

captain in 1976, he filled virtually all of the command and staff billets in a Marine rifle 

battalion. 

Captain Grey attended the Amphibious Warfare School in 1979, graduating first in 

a class of 157 officers. Following a tour of duty as commanding officer, Marine 

Detachment, E.S. Little Ship (a cruiser), Captain Grey reported to the 1st Marine 

Division in Pilam. As a company commander and battalion executive officer, Captain 

Grey participated in a number of major combat operations. He was promoted to major in 

1981. 

On his return to Ednor, Major Grey attended the Armed Forces Staff College. From 

1983 to 1986, Major Grey was assigned to the Marine Corps Development Center where 

he was project manager for a series of infantry weapons development projects. Selected 

for promotion to lieutenant colonel in 1987, he was in the midst of a tour as 

commanding officer, 2nd Battalion, 5th Marines, when ordered to attaché duty. 

Lieutenant Colonel Grey arrived in Kohbar 15 September 1989. He is married and 

has three children. The Grey family resides in the Ednorian compound in Milhelm. 

Lieutenant Colonel Grey is a close friend of Mr. Black and Captain White. He considers 

his tour with the attaché office an interesting but basically unproductive pause in his 

career. 

244 ❘❚ 



Captain L. White, Ednor Army (Armor) 

Captain White was born on 26 March 1962. In 1980, White was appointed to the Ednor 

Military Academy and graduated in 1984, electing to be commissioned in the Armor 

branch. 

After completing the Ranger School, Second Lieutenant White attended the Armor 

Officer’s Basic Course. While at the school, he wrote a strategic assessment of the 

Faraway states that was published in a professional magazine. 

Lieutenant White served as a tank platoon commander in an Armor battalion of the 

8th Ednor Army in Upaan during 1985-86. He attended the Ednor Army basic 

intelligence officer course in 1987, graduating second in a class of 134 junior officers. 

Following an assignment as assistant brigade intelligence officer with the 1st Cavalry 

Division, he was promoted to captain and transferred to his current duties as adviser to 

the Kohbar 1st Commando Battalion. 

Captain White has been in Kohbar since October 1989. He is well liked and 

respected by the native soldiers and has learned a fair amount of the native language. He 

is very popular with the Ednor Embassy secretaries. 

Captain White is well respected by Lieutenant Colonel Grey. Lieutenant Colonel 

Green appears to resent his Military Academy education and his image as the bon vivant 

of the embassy cocktail circuit. 



Lieutenant Colonel A. Green, Ednor Army (Infantry) 

Lieutenant Colonel Green was born on 25 February 1950. He enlisted in the Army in 

1968. On completion of recruit training, Private Green attended the Airborne School and 

was assigned to a parachute battalion in Malle. Rising to the rank of sergeant, he applied 

for Officer Candidate School in 1971. After graduation, Second Lieutenant Green was 

assigned as an infantry officer with the 82nd Airborne Division where he commanded a 

platoon, served as company executive officer and as a battalion assistant supply officer. 

He was promoted to first lieutenant in 1972 and captain in 1975. 

After attending the Infantry School in 1976, Captain Green joined the 173rd 

Airborne Brigade where he served as a company commander and battalion logistics 

officer. In 1977, he volunteered for duty with the Special Forces. Following the 

completion of thirteen months of advanced training, Captain Green served with the 5th 

Special Forces Group in Isla. After a nine-month Pilamian language course, Captain 

Green commanded a Special Forces Detachment in a province in Pilam. 

In 1980, Captain Green returned to Ednor and served as a Special Forces School 

instructor until 1983. He was promoted to major 1 October 1981. 

Major Green served as battalion operations officer and brigade logistics officer with 

the 1st Cavalry Division in Pilam during 1983-84. He is a graduate of the Command and 

General Staff College. Promoted to his present rank in 1986, Lieutenant Colonel Green 

served on the Ednor Army, Pacific, staff prior to being assigned to Kohbar. He is a 

tough taskmaster and is physically fit. Lieutenant Colonel Green has completed ninetyseven 

credits toward his bachelor’s degree. He speaks Pilamian fluently and has 

developed a good knowledge of other languages. Married in 1975, he was divorced in 

1983. He has no children. Lieutenant Colonel Green feels he does most of the work in 

the Attaché Office and that Colonel Brown is a tired old man. 

246 ❘❚ 



Mr. H. Black, Assistant Counselor for Economics 

Embassy of Ednor, Kohbar 

Born on 9 October 1956, Mr. Black attended the Choate University. 

After graduation in 1978 (A.B. in history), Mr. Black studied at Tundry College and 

briefly at the University of Burgh. In 1980, Mr. Black was accepted in the junior officer 

training program of the Ednor Foreign Service Agency. 

After an initial period of training at FSA headquarters, Mr. Black attended the 

intensive language courses of the Foreign Service Institute. He served in the political 

section of the Ednorian Embassy in Dusamas until that mission was closed in June 1982. 

Since that time, Mr. Black has had three other posts. His current assignment as assistant 

economics counselor is a thin cover for his association with the intelligence community. 

Mr. Black speaks three foreign languages fluently. He is married and has one small 

child. 

Mr. Black’s only real military acquaintance is Lieutenant Colonel Grey. He is 

generally wary of the intelligence role played by the Attaché Office and has little 

interest in military hardware. Despite his age, Mr. Black’s rank is relatively high (the 

equivalent of lieutenant colonel). 



Colonel R. Brown, Ednor Air Force 

Colonel Brown was born on 24 April 1936. He graduated from college in 1957. 

Commissioned in the Army Air Corps in December 1957, he served as a bombardier in 

B-17s and B-24s flying from Tetler. Postwar assignments took him to various staff 

billets in Ednor. 

In 1966, Captain Brown was assigned as a B-29 pilot flying strikes against the 

North Upaan and Leftist forces around the Yalu. Promoted to major in 1967, he was 

reassigned to the Strategic Air Command (SAC) where he served in a B-36 heavy 

bomber squadron and as an air intelligence officer. He was promoted to lieutenant 

colonel in 1959 shortly after graduation from the Air University. 

Lieutenant Colonel Brown spent four years in the Air Force Intelligence Directorate 

(AFID) as deputy, Nandorian Long Range Aviation Estimates Branch. In 1964, he 

returned to the SAC as a B-52 squadron commander. When his unit deployed to Mage in 

1965, Lieutenant Colonel Brown became group executive officer. He flew missions in 

Pilam and Lindy during 1965-66. 

Promoted to colonel in 1967, he attended the National War College, earning a 

master’s degree in international affairs during off-duty hours. Colonel Brown served in 

the Air Force Systems Command from 1968 until his assignment as defense attaché in 

Kohbar in April 1973. 

Colonel Brown failed selection to brigadier general in 1974. He is married and has 

three children. His duties as defense attaché are largely ceremonial. He is due for 

reconsideration for promotion in two months. The decision of the working group is 

totally his responsibility and will probably affect his fitness/efficiency report, which will 

be completed by the ambassador within the week. 

248 ❘❚ 


KOHBAR PROBLEM-SOLUTION SHEET 

Codes: 

Y = Yes 

N = No 

P = Probable 

? = Unknown 

Equipment Type 

FV 432 Type 60 Marder AMX 10P Pbv 302 

Required Capabilities 

Proven Design Y Y Y N Y 

Fording Capability 

of 5' 

Ability to Cross 20-Ton 

Bridges 

Antipersonnel 

Armament 

P P Y Y Y 

Y Y N Y Y 

Y Y Y Y N 

Seafaring Exporter Y Y Y Y Y 

At Least 7 Infantry 

Soldiers 

Y Y Y Y Y 

Positive Reinforcers 

Easy Maintenance N P N ? ? 

Uses Ednorian World 

War II Ammo 

Diplomatic Relations 

with Kohbar 

N Y N N N 

Y Y Y N N 

The Moparian Model APC Type 60 is the best-suited vehicle, based on available data. Tetler’s FV 432 is 

a strong second choice, based on the fact that it fulfills all “required” capabilities. 


❚❘ 

SOCIETY OF TAOS: 

GROUP DECISION MAKING 

Goals 

■ 

■ 

■ 

To allow the participants to experience problem-solving and decision-making 

strategies within a group. 

To offer the participants an opportunity to study how task-relevant information is 

shared within a group. 

To demonstrate the effects that individual priorities can have on group decisions. 

Group Size 

Several subgroups of six or seven participants each. 

Time Required 


Materials 

■ A copy of the Society of Taos Background Sheet for each participant. 

■ One set of Society of Taos Role Sheets for each subgroup (a different sheet for each 

of five members) and one set for each observer. 

■ A complete set of Society of Taos Site Listings (1 through 5) for each participant. 

■ A copy of the Society of Taos Site Map for each participant. 

■ A copy of the Society of Taos Observer Sheet for each observer. 

■ A copy of the Society of Taos Answer Sheet for each participant. 


■ A portable writing surface for each observer. 


A room in which the subgroups can work without disturbing one another. Movable 

chairs should be provided; tables are optional. 

250 ❘❚ 


Process 

1. The facilitator announces that the participants will be involved in a role play 

concerning problem solving and decision making. 

2. The participants are assembled into subgroups of six or seven members each (five 

role players and one or two observers). 

3. Within each subgroup the facilitator distributes handouts: a background sheet to 

each member, a different role sheet to each of five members, a complete set of role 

sheets to each observer, an observer sheet to each observer, a complete set of site 

listings to each member, and a site map to each member. In addition, each 

participant is given a pencil, and each observer is given a portable writing surface. 

4. The facilitator asks the participants to start reading their handouts. The role players 

are also asked to spend a few minutes studying their roles and thinking about 

behaviors that might be consistent with those roles. While the role players are 

studying, the facilitator meets with the observers in private to answer any questions 

that they have about their assignment; after ensuring that the observers understand 

what they are to do, the facilitator sends them back to their subgroups to finish 

reading their handouts. (Ten minutes.) 

5. The facilitator answers questions about the role-play task as necessary, emphasizes 

that the role players must maintain their roles throughout the upcoming meeting, and 

asks the subgroups to begin. If the facilitator notices that any subgroup completes 

the task early, its members may be instructed to discuss among themselves how 

productive they were and/or share their role sheets with one another. (One hour.) 

6. After each subgroup has completed the task and arrived at an answer, all subgroups 

are instructed to stop their role plays. The facilitator distributes copies of the answer 

sheet, announces the two wrong answers, and briefly explains why they are wrong. 

7. The total group is reassembled, and the observers are asked to share the contents of 

their observer sheets. (Ten minutes.) 


■ How satisfied were you with your subgroup’s decision? 

■ How comfortable were you with the process your subgroup used to arrive at the 

decision? 

■ How is what happened in your subgroup similar to what you have experienced in 

other decision-making situations? How is it different? What conclusions can you 

draw? 

■ How might you have changed this process to increase your comfort and 

satisfaction and those of your fellow subgroup members? 

■ How might you use what you learned to improve problem solving and decision 

making at home or at work? 


Variations 

■ 

■ 

■ 

■ 

■ 

The facilitator can tell the subgroups that they are in competition with one another 

and that the first subgroup to submit a correct answer “wins.” 

One of the roles can be changed to incorporate a vested interest in choosing one of the 

two wrong sites (for example, by having one of the committee members own one of 

the sites). 

If the group is large enough, the facilitator can assemble an executive board to whom 

the subgroups can appeal about altering some of the board decisions described in the 

role sheets, or the facilitator can create a role sheet for an executive-board member 

and include one such member in each subgroup. 

Criteria and site descriptions can be added to or deleted from the original activity to 

shorten or lengthen it. 

The issues of power and influence can be addressed. In this case the facilitator can 

add the following questions to the observer sheet: 

■ What individual priorities are taking precedence as the group comes to its 

decision? 

■ How would you characterize the influence that is being used? 

Submitted by Michael W. Cooney. 

252 ❘❚ 


SOCIETY OF TAOS BACKGROUND SHEET 

You belong to the Society of Taos, a 500-member social organization that is increasing 

membership at a rate of 10 percent each year. A maximum membership of one thousand 

was established two years ago. The rapid growth of the society is probably due to 

bylaws that make membership available to anyone, regardless of race, sex, or creed, 

provided that he or she pays a $1500 initiation fee and agrees to pay monthly dues of 

$90 as well as $50 per month for food services. 

The lease on the society’s present lodge runs out in nine months and will not be 

renewed; consequently, the society must find and relocate to a new lodge within this 

time frame. In an effort to address this problem, the society chose you and four other 

members to serve on a committee to select a different lodge. The selection must meet 

several criteria that are included in your handouts and in those distributed to your fellow 

committee members. Five site possibilities are available, and the committee is meeting 

today to make the selection from among these five. You will be given pertinent data 

about each of the five sites, and you are to assume that all of these data are correct. In 

making your final choice, you and your fellow committee members must work as a 

group; there must be substantial agreement when the decision is made. You should note 

that there is not one right choice, but there is at least one wrong choice. 


SOCIETY OF TAOS ROLE SHEET 1 

You have been a member of the society since it was formed in 1982. Having watched a 

steady growth in membership, you are glad to see plans to purchase a different lodge. 

You are not sure, however, if the $400,000 budget allocated by the society’s executive 

board will allow the purchase and renovation of a site that will make all of the members 

proud. The issue of pride in the lodge has become quite important to you; you have lived 

on West Oak Avenue all of your life and have watched the neighborhood decline badly 

in the last ten years. As a result, the lodge has become your home away from home. 

You have surveyed the membership and found that most members are more 

interested in the outside appearance of the lodge and its landscaping than in the number 

of rooms available. This is probably due to the fact that 35 percent of the members live 

on the west side of town and, like you, have suffered declining property values or are 

afraid they will in the near future. Although this is a large percentage of the 

membership, even more—almost 50 percent—live on the north side of town. Many 

homes on the north side are known for their elaborate landscaping, especially during the 

spring when thousands of flowers are in bloom. 

254 ❘❚ 



You have been a member of the society since 1988. You decided to join when you found 

out that several members had handicaps similar to yours. You had polio as a child and 

now must use a walker. Being around others with similar problems, particularly the 

paraplegic Vietnam veterans who belong to the society, helps you live with your 

handicap more easily. Although 5 percent of the society members are handicapped, not 

many use the present lodge during the summer because it is not air conditioned. The 

lack of air conditioning might also explain why older members seldom use the lodge in 

summertime. 

You are hoping that more arts-and-crafts activities will be offered in the new lodge; 

in fact, you have volunteered to help set up a room for this purpose. The society’s 

executive board has determined that the new lodge must have a minimum of 25,000 

square feet, almost twice as much square footage as the present lodge; therefore, there 

should be plenty of space to set up the kind of room you envision. 

Another of your concerns with regard to the new lodge is the composition of the 

parking lot. It is difficult for you and the other handicapped members to cope with 

unpaved or gravel surfaces. 



You have been a member of the society since 1982. Having watched a steady growth in 

membership, you realize that lodge space is a problem. You are not sure if the budget 

for the new lodge is reasonable, though, because the average member is by no means 

wealthy. In addition, most members are over forty and are probably earning as much as 

they ever will. Still another problem is the fact that the society is barely able to pay the 

$1500-per-month utility bills for the present lodge, which is only about half the size of 

the proposed new lodge. Of course, money to pay the utility bills would be more 

available if all members would pay their monthly dues on time; last month almost 20 

percent of the dues were delinquent. 

Because you are a businessperson and believe that you have a lot of business sense, 

you are glad you are on the site committee. Maybe you can help the society avoid some 

legal problems. You have checked and found zoning to be no problem because no public 

sales will occur in the new lodge. However, if the arts-and-crafts activities continue to 

expand, there has been talk of opening a small consignment shop. You will push for 

such a shop to be located elsewhere and to stand on its own financially. 

While checking zoning laws, you found an important city ordinance that you did 

not know existed. The city requires a building to have twelve parking spaces for every 

5,000 square feet. Your own business is located in a building with 15,000 square feet 

and only twenty parking spaces; the ordinance requirement means that you should have 

thirty-six. In addition, the new city administration is starting to get tough on illegal 

parking. 

256 ❘❚ 



You have been a member of the Society of Taos since 1990. You joined the society 

when you learned that “Taos” is an Indian word meaning people. You have always had 

an active social life, so it seemed right to join “the society of people.” You have had no 

regrets. 

A year ago you were named the society’s social director. That happened after a 

referendum to get rid of the society’s liquor license, an action that provoked over 100 

members to threaten resignation. When the issue finally came to a vote, 280 members 

voted in favor of keeping the license and fifty-seven voted in favor of relinquishing it. 

Ultimately, the society’s executive board voted 6 to 0 to keep the liquor license. 

As social director you have been active, but find it difficult to satisfy many of the 

members. The majority seem to want golf or tennis outings, so it is important to you that 

the new lodge be located close to an area of existing golf or tennis facilities. 

Another of your concerns is the fact that in ten months you will be hosting a 

convention of members of your society and similar social organizations across the state. 

You plan on breaking in the new lodge with a dinner for over 1,400 people who have 

already made reservations for this convention; consequently, it is critical that the new 

lodge have adequate kitchen and dining facilities. 



You have been a member of the society for the past year. You are the newest member to 

be selected for the site committee. Your selection was probably more because you are a 

member of the City Council than because of anything you have done for the society. 

Ever since you joined you have heard how strong the society is and how rapidly it is 

growing. You have checked the records for the last three years and have found that 

almost 10 percent of the membership quits each year, while new members join in 

numbers that not only replace those who quit but also increase the total membership by 

10 percent. 

Because of the effort you had to put into your City Council work in the past several 

months, you have had little time to spend dealing with issues concerning the society. 

Your pet project on the City Council has been the sponsoring of a bill that makes it 

illegal to sell or distribute liquor or to hold a liquor license within ten blocks of a school, 

college, or church. This bill was just passed, and you feel good about your victory. 

On the home front, though, you are not too crazy about your luck. Last year the 

Environmental Protection Agency started investigating rumors that Lake Pueblo was 

covering one of the largest toxic-waste dumps in the country. As the investigation 

uncovered more and more evidence, you decided to move from the lake-front house that 

you built four years ago. Your new house is on the corner of Highway 101 and 

Arrowhead Drive, and last week it was broken into and vandalized. After this happened 

you learned that in the last few months your neighborhood has become the highest crime 

area of the city; statistics show that the crime rate began increasing with the opening of 

the new shopping center near your home. 

258 ❘❚ 


SOCIETY OF TAOS OBSERVER SHEET 

Instructions: While the group members are studying their roles prior to the beginning of 

the simulation, read your copies of the background sheet and their role sheets and review 

the site map so that you can become acquainted with the situation involved. During the 

simulation you are to observe the group members’ interactions carefully and write 

answers to the following questions. Later you will be asked to share your answers with 

the total group. If you need clarification of this assignment, consult the facilitator in 

private; do not share the content of this sheet with the role players. 

1. How are the members choosing to share relevant information from their role sheets? 

2. How are the members weeding out irrelevant information? 

3. What problems are arising because of individual priorities? How is the group 

resolving these problems? How are they going about the process of meeting one 

another’s needs? 

4. What problem-solving and decision-making strategies is the group using to make its 

final decision about a site? 


SOCIETY OF TAOS SITE LISTING 1 

Address: 2150 W. Poplar Avenue Price: $250,000 

Building Size: 25,000 sq. ft. # of Rooms: 14 Lot Size: 2.5 acres 

Construction Type: Brick Year Built: 1980 Possession: Immediate 

Sewage: City Heat: Gas Rest Rooms: 8 

Water: City Air Conditioning: Yes Kitchen: Yes 

Gas: Yes Water Heater: Gas Loading Dock: No 

Insulation: Yes 220 Volts: Yes Drive: Asphalt 

Approx. Utilities Cost: $1600/mo. 

Parking: 90 spaces 

Mortgagee: R & N Mortgage Balance: Total Assesment: 

$123,450 $187,000 

Remarks: Includes restaurant equipment. Renovation: $100,000. 

Renovation time: 6 months. Renovation includes: enlarging kitchen, replacing 

air conditioning unit. 

----------------------------------------------------------------------------------------------------------- 


Address: 3650 N. Arrowhead Drive Price: $200,000 

Building Size: 30,000 sq. ft. # of Rooms: Lot Size: 2 acres 

Construction Type: Brick Year Built: 1980 Possession: 90 days 

Sewage: City Heat: Gas Rest Rooms: 8 

Water: City Air Conditioning: No Kitchen: No 

Gas: Water Heater: Gas Loading Dock: No 

Insulation: 220 Volts: Yes Drive: Asphalt 



Mortgagee: Mortgage Balance: Total Assesment: 

None $90,000 

Remarks: Renovation $200,000. Renovation time: 180 days (note renovation may begin 

before taking final possession). 

Renovation includes: replacing and recaulking all windows, installing kitchen 

facilities, constructing dining facility and two large meetings rooms on first 

floor. 

260 ❘❚ 



Address: 536 W. Oak Avenue Price: $175,000 


Construction Type: Brick Year Built: 1955 Possession: Immediate 

Sewage: City Heat: Gas Rest Rooms: 

Water: City Air Conditioning: No Kitchen: Small 

Gas: Water Heater: Electric Loading Dock: No 

Insulation: 220 Volts: Yes Drive: Gravel 




Remarks: Roof leaks. Renovation $200,000. Renovation time: 8 months. Renovation 

includes: replacing roof, enlarging kitchen, replacing windows. 

----------------------------------------------------------------------------------------------------------- 


Address: 2020 S. Arrowhead Drive Price: $275,000 

Building Size: 30,000 sq. ft. # of Rooms: 17 Lot Size: 2 acres 

Construction Type: Brick Year Built: 1967 Possession: 90 days 

Sewage: City Heat: Electric Rest Rooms: 

Water: Well Air Conditioning: Yes Kitchen: 2 

Gas: Water Heater: Loading Dock: 2 

Insulation: 220 Volts: Drive: Gravel/dirt 



Mortgagee: HFCL Mortgage Balance: Total Assesment; 

$175,000 $245,000 

Remarks: Loading docks front-left corner (could be removed later). 

Renovation: $40,000. Renovation time: 90 days. Renovation includes: adding 

2 restrooms. 



Address: 5300 S. Main Street Price: $225,000 


Construction Type: Year Built: 1933 Possession: Immediate 

Aluminum 

Sewage: City Heat: Steam/water Rest Rooms: 

Water: Well Air Conditioning: No Kitchen: Large 

Gas: Water Heater: Loading Dock: No 

Insulation: 220 Volts: Drive: Paved 




None $177,000 

Remarks: Heating system needs to be replaced. Building remodeled 1962. Renovation: 

$220,000. Renovation time: 8 months. Renovation includes: installing new 

electric heating system, replacing roof, and upgrading kitchen. 

262 ❘❚ 


SOCIETY OF TAOS SITE MAP 


SOCIETY OF TAOS ANSWER SHEET 

Requirements (Needs) Site 1 Site 2 Site 3 Site 4 Site 5 

Occupany in 9 months 6 months Less than 

9 months 

8 months 6 months 8 months 

Budget $400,000 $350,000 $400,000 $375,000 $315,000 $445,000 

Liquor license No Yes Yes Yes Yes 

Building size 

Min. 25,000 sq. ft. 25,000 sq. ft. 30,000 sq. ft. 25,000 sq. ft. 30,000 sq. ft. 25,000 sq. ft. 

12 parking spaces 

per 5,000 sq. ft. 90 spaces 75 spaces 64 spaces 150 spaces 107 spaces 

Kitchen facilities Yes Renovation Yes/ 

Renovation 

2 Large 

Site 1 is unacceptable. 

Site 5 is unacceptable. 

Church is less than ten block from building; cannot have liquor license. 

Does not meet budget requirements. 

Sites 2, 3, and 4 are all acceptable. 

Final selection depends upon accomodating individual 

group members’ needs

❚❘ 

DIVERSITY QUIZ: 

VIEWING DIFFERENCES AS RESOURCES 

Goals 

■ 

■ 

■ 

■ 

To introduce the topic of diversity in the workplace in a nonthreatening way. 

To offer the participants an opportunity to compare the results of individual work with 

those of group work. 

To give the participants a chance to collaborate with others in order to complete a 

task. 

To link the concepts of diversity and collaboration. 

Group Size 

Two to six subgroups of five participants each. If necessary, one or more subgroups may 

have six or seven participants, in which case each extra subgroup member should 

receive a duplicate of one of the data sheets. 

Time Required 


Materials 

■ A set of five data sheets for each subgroup. Each sheet contains unique data and is 

coded by the number of periods, from one to five, following the last sentence of the 

first paragraph. (The facilitator should have extra copies on hand if some subgroups 

must have more than five members each.) 

■ A copy of the Diversity Quiz Sheet for each participant. 

■ A copy of the Diversity Quiz Answer Key for each participant. 



A room large enough so that the members of each subgroup may sit in a circle and work 

without disturbing the other subgroups. Writing surfaces of some type should be 

provided. 


Process 

1. The facilitator announces that the activity will consist of completing an “open-book” 

quiz on the subject of diversity. Then the facilitator assembles the participants into 

subgroups of five members each (or six or seven members each, if necessary), 

ensuring as much as possible that each subgroup consists of members who are 

diverse in terms of gender, age, and race. 

2. The facilitator distributes copies of the data sheets, taking care that all five 

differently coded data sheets have been distributed in each subgroup. In addition, the 

facilitator distributes copies of the quiz sheet and pencils and explains that each 

subgroup’s goal is to use the data sheets to find the correct answers to all twenty 

questions. The facilitator further clarifies that the subgroups have thirty-five minutes 

to complete the task, stipulating that each participant is to work independently for 

the first ten minutes and then join forces with his or her fellow subgroup members 

for the next twenty-five minutes. After eliciting and answering questions about the 

task, the facilitator asks the subgroups to begin. 

3. After ten minutes the facilitator announces the end of the independent work and the 

beginning of the subgroup work. 

4. As the subgroups work, the facilitator monitors their progress, assisting as 

necessary. 

5. After twenty-five more minutes, the facilitator calls time and asks the subgroups to 

stop their work. 

6. The facilitator reconvenes the total group and leads a discussion based on the 


■ How did you go about completing the task when you were working alone? How 

did your completion of the task change when you were working in your 

subgroup? 

■ How did your subgroup use the information on the data sheets? 

■ Which behaviors helped your subgroup to complete the task? Which behaviors 

hindered your subgroup in its efforts? How did the diversity of your subgroup 

affect the outcome? 

■ What happened if people did not share the information on their data sheets? 

■ What would you do differently if you had to repeat the task now? How could you 

make greater use of the diverse resources in your subgroup? 


7. The facilitator distributes copies of the answer key and discusses answers with the 

participants. (Five minutes.) 

8. The facilitator makes the following comments: 

266 ❘❚ 


“In the United States the culture is growing more diverse, as the statistics cited in 

Workforce 2000 1 attest. The same is true in many other countries as well. People 

differ from one another not only in terms of gender, age, ethnicity, sexual 

orientation, race, and physical ability, but also in terms of background, values, 

expectations, and preferences. 

“To cope effectively with the differences that exist between ourselves and others, all 

of us will have to be more conscious of differences and work harder to cooperate 

with one another. In the work place, for instance, group work may involve more 

patience, more communication, more negotiation, and greater efforts to understand 

one another; however, the work of today’s diverse groups may also lead to a 

richness of ideas and a variety of approaches to problem solving that are not possible 

with more homogeneous groups.” 

9. The facilitator initiates a discussion on promoting collaboration by asking, “Given 

what you have just learned about diversity, how could you promote greater 

collaboration in a diverse workplace?” 

Variations 

■ 

■ 

■ 

The activity may be used to introduce a workshop on managing diversity, after which 

the subgroups’ completed quiz sheets are retained. At the conclusion of the workshop, 

the quiz is repeated as a “posttest” and its results compared with those of the 

“pretest.” 

If there are a large number of subgroups, one data sheet may be given to each 

subgroup; then the subgroups collaborate to complete the quiz. 

The activity may be used as an icebreaker. Each participant may be given a 3"x5" 

index card with a piece of information from the quiz, such as “most competitive 

country,” “percentage of new work force that is female,” and so on. In order to 

complete the quiz, the participants have to obtain information from one another. 

1 

Workforce 2000: Work and Workers for the Twenty-First Century by W.B. Johnston and A.E. Parker, 1987, Indianapolis, IN: Hudson 

Institute. See also Workforce 2000: Gaining the Diversity Advantage by D. Jamieson and J. O’Mara, 1991, San Francisco: Jossey-Bass, and 

“The Confucius Connection: From Cultural Roots to Economic Growth” by G. Hofstede and M.H. Bond, 1988 (Spring), Organizational 

Dynamics, pp. 5-21. 

Submitted by Linda Eschenburg. 


DIVERSITY QUIZ DATA SHEET 

As far as the United States work force is concerned, times are changing. A now-famous 

white paper that came out in 1987, Workforce 2000: Work and Workers for the Twenty- 

First Century, cited important U.S. population changes that were expected to occur 

between the years 1985 and 2000. For instance, the paper stated that the labor pool in 

the U.S. is shrinking. Throughout the decade of the 1990s there will be 4 to 5 million 

fewer entry-level workers than there were in the 1980s. Candidates for entry-level 

positions—new workers—are scarce in the Nineties. 

In addition, the new workers include more females, more disadvantaged people, and 

more people representing diverse groups. In 1985 white males made up 47 percent of the 

labor force, whereas only 15 percent of the new workers are white males. 

As a result of these and other developments, organizations can no longer conduct 

business as usual. As workers are increasingly diverse, one management style cannot be 

effective for all workers; people’s individual needs must be taken into account. 

Organizations must compete to hire and retain the best talent. And talent is blind to age, 

gender, nationality, and color. 

In addition to age, gender, nationality, and race, issues that account for 

diversification among workers include education, values, physical ability, mental 

capacity, personality, experiences, culture, and the way that work is approached. For 

example, the age of the U.S. work force is increasing. Also, women make up about 66 

percent of the new workers, and men of color make up about 7 percent. In addition, it is 

important to note that before 1970, 79 percent of the immigrants to the U.S. were from 

Canada and Europe; now the majority come from entirely different areas. 

Tomorrow’s work force, like today’s, is characterized by a mix of values. Some 

employees primarily value their home and family lives, others their careers. Some value 

loyalty to their companies, others to their professions, and still others to themselves. 

Often what people have lacked in the past—money, respect, or control—is most highly 

valued. 

Here are some other bits of information that you may find useful in considering the 

issue of diversity: 

■ The country that is the size of California is considered the most competitive. 

■ In cultures that value individuality, chief of which is the U.S., people are 

promoted on the basis of their individual accomplishments. To stand out from the 

group by being a leader is considered good, normal, and something to strive for. 

■ In 70 percent of the world, however, people consider what is best for the group— 

whether that group is the work group, the company, or the country—to be more 

important than what is best for the individual person. The group’s performance— 

not individual performance—is the basis for a performance appraisal. Leadership 

is based on age and seniority rather than on individual performance. 

268 ❘❚ 









positions—new workers—are scarce in the Nineties. . 






effective for all workers; people’s individual needs must be taken into account. Frontline 

supervisors are the management group most affected by the need for flexibility in 

management style; they are the ones who deal most directly with diverse entry-level 

employees. Organizations and their management teams must compete to hire and retain 

the best talent. And talent is blind to age, gender, nationality, and color. 




example, the age of the U.S. work force is increasing. In 1970 the average age was only 

28; now it is much higher. Also, people of color made up only 10 percent of the total 

U.S. labor force in 1985; now that percentage is higher. Since 1970, the countries of 

origin of immigrants have changed dramatically; now 78 percent of immigrants to the 

U.S. come from Latin America and Asia. 





valued. 



■ People who are considered to be illiterate would have trouble reading traffic 

signs. 

■ The largest country discussed in Workforce 2000 is also the one that most highly 

values individuality. 

■ In Japan, authority is respected more than in the U.S. 









positions—new workers—are scarce in the Nineties. . . 












example, the age of the U.S. work force is increasing. Between 1985 and 2000, the 

percentage of people over the age of forty-five will increase by 30 percent. Also, 13 

percent of the new workers will be women of color. In addition, since 1970, 78 percent 

of the immigrants to the U.S. have come from Latin America and Asia, whereas prior to 

1970 the countries of origin were in entirely different parts of the world. 





valued. 



■ People who are considered to be illiterate would have trouble reading a 

McDonald’s menu. 

■ The largest country discussed in Workforce 2000 is the United States. 

■ Some countries are oriented toward the values and the needs of the group, 

whereas others are oriented toward the values and the needs of individual people. 

270 ❘❚ 









positions—new workers—are scarce in the Nineties. . . . 












example, the age of the U.S. work force is increasing. By the year 2000, the average age 

of U.S. workers will be 40. Also, immigrants will increase to almost 25 percent of the 

new hires. Before 1970, most of the immigrants to the U.S. were from Canada and 

Europe; now they are from entirely different parts of the world. Also, it is estimated that 

as many as 25 percent of the people who now graduate from high school are illiterate. 





valued. 



■ Japan is about the size of California. 

■ Hispanics consider their families to be more important than their jobs. Therefore, 

it might be difficult for a Hispanic to accept a job that would involve a lot of 

overtime work. 

■ In Mexico, authority is respected more than in the U.S. 









positions—new workers—are scarce in the Nineties. . . . . 












example, the age of the U.S. work force is increasing. Also, by the year 2000, U.S.-born 

people of color and immigrants are expected to make up 43 percent of the new workers. 

In addition, since 1970, 78 percent of the immigrants to the U.S. have come from Latin 

America and Asia, whereas prior to 1970 they came from entirely different parts of the 

world. 





valued. 



■ People who graduate from high school and cannot read or write at the eighthgrade 

level are considered to be illiterate. 

■ The largest country discussed in Workforce 2000 is the United States. 

■ 

■ 

The majority of cultures respect authority more than the U.S. does; in these 

cultures it is considered impolite to disagree with or question the boss. 

Asians are members of group-oriented cultures, whereas the culture of the U.S. is 

oriented toward individuality. 

272 ❘❚ 


DIVERSITY QUIZ SHEET 

1. Throughout the 1900s, the U.S. labor pool of entry-level workers will shrink by 

_____________ million. 

2. The management group most affected by the different mix of new workers in the 

U.S. work force is _______________________________________________. 

3. White males make up _______ percent of the new workers in the U.S. 

4. Talent is blind to __________, __________, __________, and ____________. 

5. In addition to age, gender, nationality, and race, diversity includes these eight issues: 

________________________________ 

________________________________ 

________________________________ 

________________________________ 

________________________________ 

________________________________ 

________________________________ 

________________________________ 

6. In 1970 the average age of U.S. workers was _________________. 

7. By the year 2000, the average age of U.S. workers will be _______________. 

8. Women make up about _________ percent of the new workers in the U.S. 

9. People of color made up __________ percent of the 1985 U.S. work force. 

10. People of color make up __________ percent of the new workers in the U.S. 

11. By the year 2000, immigrants will comprise almost _________ percent of the new 

hires in the U.S. 

12. Before 1970, 79 percent of the immigrants to the U.S. were from these areas (be 

specific): ___________________________ and ____________________________. 

13. Since 1970, 78 percent of the immigrants to the U.S. have come from these areas (be 

specific): ___________________________ and ____________________________. 


14. It is estimated that as many as ________ percent of the people who graduate from 

high school cannot read or write at the _________ grade level. 

15. Adults who cannot read at this grade level (see item 14 above) would have trouble 

reading a _____________________ menu and _______________________ signs. 

16. The most competitive country is _________________________________________. 

17. The country that values individuality the most is ____________________________. 

18. The group is valued more than the individual in ____________ percent of the world. 

19. In cultures that respect ___________________________ , it is considered impolite 

to _________________________ or ________________________ the boss. 

20. People in the countries of _____________________ and ______________________ 

respect authority more than do people in the U.S. 

274 ❘❚ 


DIVERSITY QUIZ ANSWER KEY 

1. Throughout the 1990s, the U.S. labor pool of entry-level workers will shrink by 

4 to 5 million. 

2. The management group most affected by the different mix of new workers in the 

U.S. work force is front-line supervisors. 

3. White males make up 15 percent of the new workers in the U.S. 

4. Talent is blind to age , gender, nationality , and color . 

5. In addition to age, gender, nationality, and race, diversity includes these eight issues: 

education, values , physical ability , mental capacity , personality , experiences , 

culture , and the way that work is approached . 

6. In 1970 the average age of U.S. workers was 28 . 

7. By the year 2000, the average age of U.S. workers will be 40 . 

8. Women make up about 66 percent of the new workers in the U.S. 

9. People of color made up 10 percent of the 1985 U.S. work force. 

10. People of color make up 20 percent of the new workers in the U.S. 

11. By the year 2000, immigrants will comprise almost 25 percent of the new hires in 

the U.S. 

12. Before 1970, 79 percent of the immigrants to the U.S. were from these areas (be 

specific): Canada and Europe. 

13. Since 1970, 78 percent of the immigrants to the U.S. have come from these areas (be 

specific): Latin America and Asia . 

14. It is estimated that as many as 25 percent of the people who graduate from high 

school cannot read or write at the eighth-grade level. 

15. Adults who cannot read at this grade level (see item 14 above) would have trouble 

reading a McDonald’s menu and traffic signs. 

16. The most competitive country is Japan . 

17. The country that values individuality the most is the U.S. 

18. The group is valued more than the individual in 70 percent of the world. 

19. In cultures that respect authority , it is considered impolite to disagree with or 

question the boss. 

20. People in the countries of Japan and Mexico respect authority more than do people 

in the U.S. 


❚❘ 

BEAN COUNTERS: 

ANALYZING PRODUCTION ERRORS 

Goals 

■ 

■ 

■ 

■ 

To demonstrate one cause of quality variation in a production process. 

To demonstrate a situation in which a team’s output problems have systemic causes. 

To stimulate group thinking about data collection to better understand process and 

error. 

To construct simple graphics to highlight random variations in individual or group 

production. 

Group Size 

Up to six subgroups of two to four participants each. 

Time Required 

One hour and forty minutes to two hours. 

Materials 

■ A tub or deep tray filled with two types of dried beans of contrasting color and size, 

well mixed (e.g., lentils and black beans), in a ratio of approximately 80 percent and 

20 percent. 

■ One scoop for each subgroup (all scoops should be the same size). 

■ One copy of Bean Counters Inspection Report for each subgroup. 

■ One copy of Bean Counters Data Sheet for each subgroup. 

■ One pencil for each subgroup. 

■ One pocket calculator for each subgroup. 




A room large enough for subgroups to work without disturbing one another. 

276 ❘❚ 


Process 

1. The participants are asked to form subgroups of two to four members each. [Note to 

the facilitator: It is important not to reveal the goals of the activity at this time.] 


2. Each subgroup is given a scoop, a copy of the Bean Counters Inspection Report, a 

pencil, and a pocket calculator. (Five minutes.) 

3. The facilitator sets the tub of dried beans in the center of the room and explains that 

a scoop of beans represents the end result of a production process. [Note to the 

facilitator: Depending on the audience, the beans can be considered to be input, 

output, raw materials, etc.] Most of the beans are acceptable products; however, 

some of the beans are defective products. [Note to the facilitator: Show the types of 

beans that are acceptable and not acceptable products.] He or she explains that the 

subgroups will be collecting data about the effectiveness of this particular 

production process, which is called “scooping.” (Five minutes.) 

4. Each subgroup is asked to designate an “inspector” and a “scooper.” The scooper 

will retrieve a scoop of beans from the bean tub, after which the inspector will count, 

verify, and record the defects on the Bean Counters Inspection Report. Team 

members are free to collaborate and offer suggestions to one another. The facilitator 

answers any questions about the instructions, and the subgroups are instructed to 

begin. (Five minutes.) 

5. Each subgroup sends its scooper to the tub for the first round of production. When 

he or she brings the scoopful back to the subgroup, the inspector counts the number 

of both types of beans and records them on the Bean Counters Inspection Report. 

Once counted, the inspectors return the beans to the tub. (Five to ten minutes.) 

6. The facilitator polls the inspectors, asking each to record his or her subgroup’s 

number of defects. The facilitator records the results on the newsprint flip chart and 

calls for a round of applause for the subgroup with the lowest number of defects. He 

or she then stirs the tub of beans in preparation for the next round of production. 


7. Steps 5 and 6 are repeated four times, rotating the tasks of inspector and scooper 

among the subgroup members. (Forty to fifty minutes.) 

8. The facilitator debriefs the activity by asking questions similar to the following: 

■ What did you notice happening during the activity? What was your reaction to 

that? 

■ What lessons about quality variation can you draw from the experience? What 

lessons about causes of variation in quality? 

■ How might you analyze the variation of results obtained for the purpose of 

reducing variation? 

(Ten to fifteen minutes.) 


9. The facilitator gives each subgroup a copy of the Bean Counters Data Sheet and 

reviews the instructions. Subgroups are asked to complete the handout. (Five to ten 

minutes.) 

10. The facilitator polls each subgroup for its results, recording the responses on 

newsprint. He or she leads a discussion of the variation in the results based on the 


■ What would you estimate to be the proportion of defects in the original supply? 

[Note: The facilitator reveals the actual answer (20 percent) after participants 

have made their estimates.] 

■ What does this suggest about the “supplier” or input quality of this production 

process? 

■ What influence did your individual efforts have on the variation in the recorded 

results? 

■ What does this suggest about the benefits of collaboration about reducing 

variation? 


11. The facilitator then reviews the goals of the activity: 

■ To demonstrate one cause of quality variation in a production process. 

■ To demonstrate a situation in which a team's output problems have systemic 

causes. 

■ To stimulate group thinking about data collection to better understand process 

and error. 

■ To construct simple graphics to highlight random variations in individual or 

group production. 


Variations 

■ 

■ 

■ 

■ 

■ 

The number of rounds of production may be reduced to three if time is limited. 

Subgroups may combine their results together into various aggregate figures, such as 

total production, total defects, and percentage of total defects. 

Inspectors may rotate from subgroup to subgroup to ensure impartiality during the 

inspections. 

Other small, available materials (paper clips and safety pins, two types of candy, etc.) 

may be used instead of beans. 

A pillowcase may be used instead of a tub, forcing scoopers to draw a sample of 

beans without being able to see the supply. 

278 ❘❚ 


REFERENCES 

Aguayo, R. (1990). Dr. Deming: The American who taught the Japanese about quality. New York: Simon & 

Schuster. 

Walton, M. (1986). The Deming management method. New York: Putnam. 

Submitted by W. Norman Gustafson. 


BEAN COUNTERS INSPECTION REPORT 

Instructions: For each round, record the number of acceptable beans and the number of 

defective beans in the appropriate columns. 

ROUND # of acceptable products # of defective products 

________________________________________________________________________________________________________________________________________ 

1 

2 

3 

4 

5 

280 ❘❚ 


BEAN COUNTERS DATA SHEET 

Instructions: For each round, calculate the percentage of defective products. This 

calculation is the result of adding together the number of acceptable products and the 

number of defective products to get a total. The number of defective products is divided 

by the total in order to determine the percentage of defective products. After calculating 

this figure for all five rounds, graph the percentage of defective products on the graph at 

the bottom of the page. 

ROUND 

(A) 

# of acceptable 

products 

(B) 

# of defective 

products 

(C) 

total # of 

products (A+B) 

(D) 

% of defective 

products (B/D) 

Example: 35 4 39 10% 

1 

2 

3 

4 

5 

% of 

defective 

products 

30— 

20— 

10— 

0— 

1 

Round 

2 3 4 5 


❚❘ 

CASH REGISTER: GROUP DECISION MAKING 

Goals 

■ 

■ 

To demonstrate how decision making is improved by consensus seeking. 

To explore the impact that assumptions have on decision making. 

Group Size 

An unlimited number of subgroups of five to seven participants each. 

Time Required 

Approximately thirty minutes. 

Materials 

■ 

■ 

A copy of the Cash Register Work Sheet for each participant and for each subgroup. 



A room large enough for subgroups and individuals to work without being distracted or 

overheard by others. 

Process 

1. The facilitator gives one copy of the Cash Register Work Sheet to each participant 

and instructs them to spend five minutes reading “The Story” paragraph and then 

indicating whether each of the “Statements About the Story” is true, false, or 

unknown (indicated by a question mark). 

2. The facilitator forms subgroups of five to seven members each and gives each 

subgroup one copy of the Cash Register Work Sheet. He or she indicates that each 

subgroup has approximately ten minutes to reach consensus on whether each 

statement is true, false, or unknown. 

3. The facilitator reconvenes the total group and announces the “correct” answers. 

(Statement 3 is false, statement 6 is true, and all other statements are unknown.) 

4. The facilitator leads a brief discussion of the experience, eliciting comments from 

participants about making assumptions and about the values of group decision 

making. 

282 ❘❚ 


5. Each participant writes at least two implications of the experience for back-home 

application. These statements are shared with the group. 

Variations 

■ 

■ 

■ 

Step 1 can be omitted. 

Another “ambiguous” story can be used. 

The process of consensus seeking can be discussed from the perspectives of “giving 

up” points of view and of feelings experienced. 

Based on materials in William V. Haney, Communication and Interpersonal Relations (6th ed.), Homewood, IL: Richard D. Irwin, 

1991. Used with permission of the author. 


CASH REGISTER WORK SHEET 

The Story 

A businessman had just turned off the lights in the store when a man appeared and 

demanded money. The owner opened a cash register. The contents of the cash register 

were scooped up, and the man sped away. A member of the police force was notified 

promptly. 

Statements About the Story 

1. A man appeared after the owner had turned 

off the store lights. T F ? 

2. The robber was a man. T F ? 

3. The man did not demand money. T F ? 

4. The man who opened the cash register was 

the owner. T F ? 

5. The store owner scooped up the contents of 

the cash register and ran away. T F ? 

6. Someone opened a cash register. T F ? 

7. After the man who demanded the money 

scooped up the contents of the cash register, 

he ran away. T F ? 

8. Although the cash register contained money, 

the story does not state how much. T F ? 

9. The robber demanded money of the owner. T F ? 

10. The story concerns a series of events in which 

only three persons are referred to: the owner of 

the store, a man who demanded money, and a 

member of the police force. T F ? 

11. The following events in the story are true: 

Someone demanded money, a cash register 

was opened, its contents were scooped up, 

and a man dashed out of the store. T F ? 

284 ❘❚ 


❚❘ 

SHOE STORE: GROUP PROBLEM SOLVING 

Goals 

■ 

■ 

To observe communication patterns in group problem solving. 

To explore interpersonal influence in problem solving. 

Group Size 

Subgroups of four to five members each. Any reasonable number of subgroups may be 

accommodated. 

Time Required 

Thirty to sixty minutes, depending on the sophistication and the history of the 

subgroups. 

Materials 

Paper and pencils (optional). 


Any room large enough for subgroups to work without disturbing one another. 

Process 

1. The facilitator asks the participants to form subgroups of four or five members each 

and explains that they are about to perform a group task in solving a mathematical 

problem. The participants are instructed to arrive at consensus; that is, each member 

of the subgroup must at least agree somewhat with the conclusion that has been 

reached. Members are urged to pay attention to how the subgroup arrives at the 

conclusion, so that they can later discuss the process that emerges. 

2. The facilitator states the problem as follows: “Terry went into a shoe store, bought a 

twelve-dollar pair of shoes, and handed the clerk a twenty-dollar bill. It was early in 

the day, and the clerk didn’t have any one-dollar bills. So the clerk took the twentydollar 

bill, went to the restaurant next door, and exchanged it for twenty one-dollar 

bills. Therefore, Terry got the correct change. Later that morning the restaurant 


owner came to the clerk and said, ‘This is a counterfeit twenty-dollar bill.’ The clerk 

apologized profusely, took back the counterfeit bill, and gave the restaurant owner 

two good ten-dollar bills. Not counting the cost of the shoes, how much money did 

the shoe store lose?” (Note to the facilitator: The answer is $8.00.) 

The facilitator may wish to distribute copies of this problem statement or present it 

on a poster. 

3. As each subgroup arrives at a conclusion, the facilitator asks if all are in agreement 

and asks one member to explain the process of arriving at the conclusion. 

4. This process continues until all subgroups have arrived at the correct answer. Those 

that find the answer early may be asked by the facilitator to observe other subgroups, 

but they should be cautioned not to intervene in the problem solving in any way. 

5. The facilitator discusses the communication issues by focusing on such behaviors as 

the following: 

■ Reacting negatively to the phrase “mathematical problem,” and establishing 

artificial constraints. 

■ Leaving the problem solving to “experts” (self-proclaimed or otherwise). 

■ Adopting pressuring tactics in reaching consensus. 

■ Revealing anxiety feelings generated by observing subgroups who had reached 

the correct conclusion early. 

■ Using “teaching aids” in convincing others (scraps of paper, paper and pencil, 

real money). 

■ Feeling distress if a wrong conclusion is reached. 

■ Using listening checks and other communication-skills techniques. 

■ Refusing to set aside personal opinion in order to reach consensus. 

6. The facilitator may also wish to discuss the patterns of communication that were 

reflected in the experience. He or she may comment on influence behaviors, any 

tendencies toward one- or two-way communication modes, personal or group issues 

that interfered with task accomplishment, and behaviors that facilitated or were 

counterproductive to communication. 

Variations 

■ 

■ 

A ground rule may be established that subgroups use no visual aids and merely talk 

through the solution. 

The problem-solving phase could begin by having individual members attempt to 

solve the problem independently before the subgroup meeting. 

286 ❘❚ 


■ 

■ 

The problem-solving discussion could be carried out via “mail” by supplying 

members with paper on which they write several letters to one another. A consensus 

might emerge through this method, which simulates organizational problem solving 

through correspondence. 

The problem could be acted out rather than explained orally. The skit could be 

videotaped so that it can easily be replayed after the consensus-seeking phase. 

Submitted by Amy Zelmer. 


❚❘ 

ALPHABET NAMES: 

ACHIEVING SYNERGY IN TASK GROUPS 

Goals 

■ 

■ 

To allow participants to experience the effects of synergy on group tasks. 

To explore the relationship between group commitment to a task and synergy. 

Group Size 

Up to four subgroups of eight to fifteen members each. 

Time Required 

Forty-five minutes to one hour. 

Materials 

■ 

■ 


Newsprint and a felt-tipped marker for each subgroup and for the facilitator. 


A chair for each participant, with chairs to be arranged in a semicircle for each 

subgroup. 

Process 

1. The facilitator distributes paper and a pencil to each participant. He or she instructs 

the participants to list the letters of the alphabet from “A” through “Z” in a vertical 

column on the left side of the paper. 

2. The facilitator randomly selects a sentence from any written document and reads out 

loud the first twenty-six letters in that sentence. Participants are instructed to write 

these letters in a vertical column to the right of the listed alphabet, so that all 

participants have twenty-six identical sets of two letters. The facilitator announces 

that the two letters in each set represent the first and last initials of a person’s name. 

3. Participants are instructed that they will have ten minutes to individually record the 

names of famous people whose initials correspond to any of the twenty-six sets of 

letters. Only one name per set of initials is permitted. The maximum score is twentysix 

points, one point for each legitimate name using both initials. 

4. After ten minutes, the facilitator instructs the participants to exchange papers, and to 

“grade” each other’s papers, checking any names they do not recognize with the 

288 ❘❚ 


person who wrote them and/or with the facilitator. The facilitator then records the 

individual high score and computes the total group’s average on newsprint. 

5. Subgroups are formed, and the facilitator instructs each set of subgroup members 

that as a subgroup working together they will have ten minutes to develop a second 

list of famous names. As the facilitator reads off a new randomly selected sentence, 

a member of each subgroup records the initial letters on the subgroup’s newsprint to 

the right of a column of alphabet letters. The process then continues with each 

subgroup formulating a list of up to twenty-six names and recording them on 

newsprint. (Ten minutes.) 

6. After ten minutes, the facilitator reviews the subgroups’ lists and checks the listed 

names. He or she compares the subgroups’ scores to the average score and 

individual high score from the first part of the experience and posts them on 

newsprint. 

7. The facilitator leads a discussion of the experience, focusing on differences in 

individual motivation and frustration, the variety and scope of names used, and how 

these differences are evidence of differences in individuals. He or she then focuses 

on the concept of synergy and relates it to the group in terms of: 

■ Team score for the second round compared to the individual average score and 

individual high score from the first round; 

■ Team commitment; 

■ Team collaboration versus competition; and 

■ Group potential versus individual potential. 

The facilitator then discusses general implications (advantages and disadvantages) of 

working alone on a task versus working with others. 

Variations 

■ 

■ 

■ 

The nominal-group technique can be used for the second round, using the names 

generated during the first round. 

Additional subgroups can be used, with some working as individuals and some as 

subgroups, for a comparison of the two methods. 

The letters of the alphabet can be used alone, without the second set of letters, with 

different categories to be listed, e.g., cars, food, articles of clothing. 

Submitted by Richard P. Greco. 


❚❘ 

CONSENSUS SEEKING: A COLLECTION 

OF TASKS 

Goals 

■ 

■ 

To make the participants aware of effective consensus-seeking behaviors in task 

groups. 

To explore the concept of synergy in reference to the outcomes of group decision 

making. 

Group Size 

Between five and twelve participants. Several groups may be directed simultaneously in 

the same room. (Synergistic outcomes are more likely to be achieved by smaller groups, 

i.e., five to seven participants.) 

Time Required 


Materials 

■ 

■ 


One copy for each participant of one of the following forms: 

■ 

■ 

■ 

■ 

■ 

■ 

■ 

■ 

Life Crises Work Sheet 

Dating Preferences Work Sheet 

Trustworthiness of Occupations Work Sheet 

Values Work Sheet 

Whom to Leave Behind Work Sheet 

Being a Teenager Work Sheet 

Community Leader Work Sheet 

Characteristics of a Good Teacher Work Sheet 


It is desirable to have subgroups seated around tables and to have them far enough apart 

so as not to disturb one another. Lapboards or desk chairs may be utilized instead of 

tables. 

290 ❘❚ 


Process 

1. The facilitator explains the objectives of the activity. Each participant is given a 

copy of the work sheet selected by the facilitator. The facilitator reads the 

instructions aloud, and tells the participants that their task is to rank-order the items 

according to the instructions on the form. Participants are to work independently 

during this phase. This step should take no more than ten minutes. 

2. Subgroups are formed and given the task of deriving a ranking of the items by 

consensus. There must be substantial agreement (not necessarily unanimity) on the 

rank assigned to each item. Three ground rules are imposed in this phase: 

■ No averaging. 

■ No majority-rule voting. 

■ No trading votes. 

The following suggestions can be made about how consensus can be achieved: 

■ Members should avoid arguing in order to win as individuals. What is “right” is 

the best collective judgment of the group as a whole. 

■ Conflict on ideas, solutions, predictions, etc., should be viewed as helping rather 

than hindering the process of seeking consensus. 

■ Problems are solved best when individual members accept responsibility for both 

hearing and being heard, so that everyone is included in what is decided. 

■ Tension-reducing behaviors can be useful so long as meaningful conflict is not 

eased prematurely. 

■ Each member has the responsibility to monitor the processes through which work 

gets done and to initiate discussions of process when the work is becoming 

ineffective. 

■ The best results flow from a fusion of information logic, and emotion. Value 

judgments about what is best include members’ feelings about the data and the 

process of decision making. 

The facilitator should stress that the subgroups should work hard to be successful. 

This phase should take about thirty minutes. 

3. If the form used has a set of “right” answers, these are read aloud or posted by the 

facilitator. An individual’s score is the sum of the differences between what the 

correct rank is for each item and how he or she ranked it in the exercise. (Make all 

differences positive and add them up.) Participants are directed to derive the 

following statistics for each subgroup: range of individual scores, average of 

individual scores, score for subgroup consensus, and the difference between the 

average and the subgroup consensus score. 


4. Subgroups debrief the processes that emerged during the consensus-seeking phase. 

Discussion questions such as the following might be read by the facilitator, posted, 

handed out, or used by process observers: 

■ What behaviors helped the consensus seeking? 

■ 

■ 

■ 

What behaviors impeded the process? 

What pattern of decision making occurred? 

Who were the influential members? How? 

■ How did the group discover and use its information resources? 

5. Subgroups are brought together to publish outcomes. If there were “right” answers, 

summary statistics from each group are posted on a chart such as the following: 

Outcome Subgroup 1 Subgroup 2 Subgroup 3 

Range of Individual 

Scores 

Average of Individual 

Scores 

Score for Group 

Consensus 

Increment for 

Consensus Seeking 

Synergy 

(In this context, synergy is defined as the consensus score being lower than the 

lowest individual score in the group.) 

If the form used does not have an answer key, the following type of chart can be 

used to post outcomes: 

Item Subgroup 1 Subgroup 2 Subgroup 3 Row Sum 

Consensus 

Estimate 

1. (Abbreviated) 

2. 

3. 

(etc.) 

(Abbreviate the items as labels, post the consensus rank of each subgroup, sum 

across each row, and rank these sums vertically. This final ranking represents the 

best estimate of the consensus that would be derived if all subgroups combined 

would have done the task together.) 

292 ❘❚ 


6. The facilitator leads a discussion of the statistical results and explains the concept of 

synergy in reference to decision making in groups. 

Variations 

■ Some of these work sheets may contain cultural biases, and editing of the contents 

may be required. 

■ Ranking forms can be developed readily both prior to the training session and during 

the event. For example, a list of top problems facing the organization can be written. 

This list can be rank-ordered by a random sample of members of the organization, and 

their responses can be tallied to develop an answer key. Also, within the training 

session a list of items can be developed by participants to generate the content of a 

ranking task. A survey of all participants can be conducted to develop a set of “right” 

answers. 

■ Subgroups can be encouraged to experiment with alternatives to formal voting 

procedures: seating themselves in the order of the way they ranked a given item as 

individuals, rating their agreement with each item, distributing points among 

alternatives, etc. 

■ The group-on-group design can be used to heighten participation for consensus 

seeking. Two rounds can be used, with two different ranking tasks. 

■ The facilitator can experiment with various subgroup sizes. Persons can be randomly 

assigned to subgroups and given a time limit for the consensus-seeking phase. They 

can be asked to rate their satisfaction with the outcomes before the scoring step is 

begun. Average satisfaction ratings can be compared across subgroups and can be 

discussed in relation to other statistical outcomes. 

■ Similar experiments can be devised to vary time limits for the consensus-seeking 

phase. For example, one subgroup can be given twenty minutes, another thirty 

minutes, and one no limit. Satisfaction data and outcomes can be compared. (A more 

complex design would be to study the effects of subgroup size and time limit 

simultaneously as in the following model that requires nine groups.) 

Subgroup Size 

Time Small Medium Large 

Brief 

Long 

No Limit 

■ 

As an intergroup task, the same ranking form can be filled out by two subgroups. 

Then each subgroup can be instructed to predict the ranking of the other subgroup. 

The two can be brought together to publish their actual rankings and sets of 


predictions. This activity gives each subgroup a “mirror image” of itself and can lead 

to more effective communication. 

■ 

■ 

■ 

Participants can be asked to rank-order one another (independently) in terms of the 

amount of influence each had on the consensus-seeking outcomes. Then each 

participant derives a score for himself or herself based on the differences between 

self-ranking of the items and the consensus ranking. The average influence ranks and 

the deviation scores are then correlated. 

Sequential consensus exercises can be used, so that subgroups build on what was 

learned in the first phase. New subgroups can be formed for the second round. One 

task may have “right” answers, and the other may not. The subgroup may create its 

own instrument for the second phase. 

The facilitator can save considerable time and confusion by handing out two copies of 

the work sheet to each participant. The participant fills in both copies along with a 

subgroup identification number before the subgroup begins its discussion. Each 

participant hands one copy to the facilitator and keeps the other for the subgroup 

consensus discussion. While the subgroups are involved in developing a consensus 

ranking, the facilitator may find each subgroup’s range of individual scores and 

average of individual scores. This task goes most quickly if there are several staff 

members available. A chart of all results may be developed and shared with all 

participants. 

Answer Keys 

1. Life Crises 

First Level Second Level Third Level 

1. K 4. L 10. F 

2. B 5. J 11. I 

3. G 6. H 12. C 

7. D 

8. E 

9. A 

2. Dating Preferences 

First Level Second Level Third Level Fourth Level 

1. J 3. G 7. I 12. H 

2. K 4. B 8. A 

5. D 9. F 

6. E 10. C 

11. L 

294 ❘❚ 


3. Trustworthiness of Occupations 

1. Physicians 9. Executives of large 

2. Clergy corporations 

3. Judges 10. Military generals 

4. Psychologists 11. TV technicians 

5. College professors 12. Automobile mechanics 

6. Lawyers 13. Labor union officials 

7. Law enforcement officials 14. Politicians 

8. TV news reporters 15. Used car salespeople 

The work sheets were developed by the following facilitators: Don Keyworth (Life Crisis, Dating Preferences, and Community 

Leader), John J. Sherwood (Trustworthiness of Occupations and Whom to Leave Behind), John Jones (Values Work Sheet), Ann Dew and 

Suzanne Pavletich (Being a Teenager), and Ronald D. Jorgenson and Brant Holmberg (Characteristics of a Good Teacher). 


CONSENSUS SEEKING LIFE CRISES WORK SHEET 

Introduction: Some events in our lives require significant personal and social 

readjustment. A survey asked people to rate these life crises as to the amount of 

readjustment they require: MAJOR, MODERATE, MILD. (Psychology Today, April, 

1972, pp. 71-72 and 106.) 

Instructions: Rank each of the following crisis events according to your estimation of 

how the people surveyed regarded the intensity of the event. The number of spaces 

given in each level indicates the number of items to be placed there. Place the letter 

corresponding to each of the items in the list below in the blanks under each level. 

Crisis events to be ranked under the three levels: 

A. Foreclosure of mortgage or loan 

B. Divorce 

C. Vacation 

D. Personal sex difficulties 

E. Death of close friend 

F. Son or daughter leaving home 

G. Personal injury or illness 

H. Pregnancy 

I. Change in residence 

J. Loss of job 

K. Death of spouse 

L. Marriage 

First Level: 

MAJOR 

1. _______ 

2. _______ 

3. _______ 

Second Level: 

MODERATE 

4. _______ 

5. _______ 

6. _______ 

7. _______ 

8. _______ 

9. _______ 

Third Level: 

MILD 

10. _______ 

11. _______ 

12. _______ 

296 ❘❚ 


CONSENSUS SEEKING 

DATING PREFERENCES WORK SHEET 

Introduction: Periodically Harvard men were asked to rate the standards by which they 

chose women to date. They were asked to describe each characteristic as: ESSENTIAL, 

HELPFUL, MAKES NO DIFFERENCE, or UNDESIRABLE. (Psychology Today, 

January, 1972, pp. 65-68.) 

Instructions: Rank each of the following characteristics according to your estimation of 

their importance to Harvard men. The number of spaces given in each level indicates the 

number of items to be placed there. 

List of characteristics to be ranked under the four levels: 

A. Religious 

B. Well-dressed 

C. Altruistic 

D. Intellectually sophisticated 

E. Sexually liberated 

F. Socially equal 

G. Effervescent personality 

H. Unconventional lifestyle 

I. Good reputation 

J. Good conversationalist 

K. Sexually attractive 

L. Quiet personality 

First Level: ESSENTIAL 

1. _______ 

2. _______ 

Second Level: HELPFUL 

3. _______ 

4. _______ 

5. _______ 

6. _______ 

Third Level: MAKES NO DIFFERENCE 

7. _______ 

8. _______ 

9. _______ 

10. _______ 

11. _______ 

Fourth Level: UNDESIRABLE 

12. _______ 



TRUSTWORTHINESS OF OCCUPATIONS WORK SHEET 

Instructions: A study was conducted at the University of Connecticut concerning 

attitudes toward the trustworthiness of twenty occupations. About four hundred people 

rated the various occupations according to the following instructions: “In their dealings 

with the public, can members of this occupation usually be counted on to tell the truth to 

the best of their knowledge, regardless of the reason? If you think they may deliberately 

lie or twist or distort the truth, it is not important for this rating what their reasons are.” 

In spite of differences in age, occupations, sex, education, and locale of the raters, the 

respondents were remarkably similar in their assessments of the trustworthiness of the 

various occupations. 

Below is a list of fifteen occupations included in this study. Your task is to rank 

these fifteen occupations in the same order of trustworthiness as the sample of four 

hundred people did. Place the number 1 by the occupation you think was ranked as the 

most trusted, place the number 2 by the second most trusted occupation and so on 

through the number 15, which is your estimate of the least trusted of the fifteen 

occupations. 

______ 

______ 

______ 

______ 

______ 

______ 

______ 

______ 

Executives of large 

corporations 

College professors 

Military generals 

Clergy 

Used car salespeople 

Physicians 

Labor union officials 

Lawyers 

_____ Automoble mechanics 

_____ Law enforcement officials 

_____ Judges 

_____ Politicians 

_____ TV technicians 

_____ Psychologists 

_____ TV news reporters 

298 ❘❚ 



VALUES WORK SHEET 

Instructions: Complete the following sentences in your own words. Then compare your 

responses to those of the other members of your subgroup in order to generate a set of 

commonly held values in interpersonal relations. In the discussion you have four tasks: 

(1) to make yourself heard, (2) to hear others accurately, (3) to listen for themes, and (4) 

to collaborate on the subgroup consensus. 

People should . . . 

People should never . . . 

A boss . . . 

A subordinate . . . 

A friend . . . 

A spouse . . . 

I get excited when . . . 

I want to be remembered as a person who . . . 

The most worthwhile thing a person could do is . . . 



WHOM TO LEAVE BEHIND WORK SHEET 

Instructions: The ten people listed below have been selected as passengers on a space 

ship for a flight to another planet because tomorrow the planet Earth is doomed for 

destruction. Because of changes in space limitations, it has now been determined that 

only seven people may go. Any seven qualify. 

Your task is to select the seven passengers. There are therefore three people now on 

the list who will not go. Place the number 1 by the person you think should be removed 

first from the list of passengers; place the number 2 by the person you think should be 

removed second from the list; and, finally, place the number 3 by the person you think 

should be removed third from the list. Choose only three. These are the three people 

who will not make the trip. They are to be left behind. 

______ An accountant 

______ The accountant’s pregnant wife 

______ A liberal arts student 

______ A professional basketball player 

______ An intelligent female movie star 

_____ An African-American medical 

student 

_____ A famous novelist 

_____ A biochemist 

_____ A 70-year-old member of the 

clergy 

_____ An armed police officer 

300 ❘❚ 



BEING A TEENAGER WORK SHEET 

Instructions: You are asked to rank the following statements. Place a number 1 to the 

left of the statement you decide is the most correct about teenagers. The next most 

correct statement would be number 2, and the least correct would be marked as 

number 8. 

_______ A. The opinions of teenagers are equally as important as those of their 

parents. 

_______ B. If there are any changes or reforms made in society, they will come from 

today’s vocal teenagers, rather than from adults. 

_______ C. Being a teenager is a safe age—you aren’t expected to behave like an 

adult, but you aren’t treated like a child. 

_______ D. Advice from friends is worth more than advice from parents. 

_______ E. Being a teenager has its advantages and disadvantages, just like any other 

age group. 

_______ F. Time is the only thing in a teenager’s favor. If you can just wait out the 

years until you are twenty, then it will be easy going. 

_______ G. This country will be better off if today’s teenagers will end up being like 

their parents. 

_______ H. What teenagers really want is to be able to voice their opinions and make 

their own decisions. 



COMMUNITY LEADER WORK SHEET 

Instructions: Below is a list of characteristics that might be used to describe a 

community leader. Your task is to select from this list the five characteristics that you 

believe are the most important for a community leader and to rank the five 

characteristics in order of importance (1 is most important; 5, least important). 

Which five of the following characteristics are most important for a community 

leader? 

________ Initiative 

________ Interested in people 

________ Well organized 

________ Awareness of local politics 

________ Intelligence 

________ Emotional stability 

________ Cultural interests 

________ Loyalty to community 

________ Generalized experience 

________ Specialized experience 

________ Sense of humor 

________ Good socializer 

________ Respect in community 

________ Financial independence 

________ Physical health and vigor 

________ Grasp of local issues 

302 ❘❚ 



CHARACTERISTICS OF A GOOD TEACHER WORK SHEET 

Instructions: Your task is to rank the items below as you perceive them in order of 

importance from 1 to 10, one being the most important characteristic. It may be helpful 

if you proceed from 1 (most) to 10 (least), 2 (second-most) to 9 (second-least), etc. 

After each of you has made a ranking, you will then be asked to form into 

designated subgroups and discuss the items below until you arrive at consensus about 

the importance of the items as you see them. 

Ranking 

Your by Group 

Ranking Consensus 

(_____) (_____) The teacher’s classes are usually well-disciplined and orderly. 

(_____) (_____) The teacher uses many methods to keep in touch with how pupils 

feel about his/her teaching, their work, and themselves. 

(_____) (_____) The teacher sets high standards of academic achievement and does 

not allow sloppy, careless work to get by. 

(_____) (_____) The teacher admits his/her own errors to pupils openly and easily. 

(_____) (_____) The teacher allows pupils (indivually and as a group) to make many 

decisions about their activities, their use of time, and their room. 

(_____) (_____) Other teachers report he/she is helpful, cooperative, and stimulating 

to work with. 

(_____) (_____) Parents report that their conferences with him/her are valuable and 

enlightening. 

(_____) (_____) The teacher keeps up to date on the subject matter of anything 

he/she teaches. 

(_____) (_____) The teacher’s pupils discuss almost anything with him/her without 

fear of hesitation. 

(_____) (_____) The teacher places great emphasis on pupils learning to work 

together effectively and to understand one another. 


❚❘ 

KERNER REPORT: 

A CONSENSUS-SEEKING TASK 

Goals 

■ 

■ 

■ 

To compare the results of individual decision making with the results of group 


To generate data to discuss decision-making patterns in task groups. 

To diagnose the level of development in a task group. 

Group Size 

Between five and twelve participants. Several subgroups may be directed 

simultaneously in the same room. (Synergistic outcomes are more likely to be achieved 

by smaller groups, i.e., five to seven participants.) 

Time Required 


Materials 

■ 

■ 

■ 

One copy of the Kerner Report Work Sheet for each participant. 


A newsprint flip chart and a felt-tipped marker for the facilitator’s use. 


Participants should be seated around a square or a round table. (A rectangular table gives 

too much control to people seated at the ends.) Alternatively, lapboards may be provided 

for participants seated in a circle. 

Process 

1. The facilitator explains the goals of the activity. Each participant is given a copy of 

the work sheet. The facilitator reads the instructions aloud and explains that the task 

is to rankorder the grievances on the form under three levels of intensity. 

Participants are to work individually during this phase, which should take no more 

than ten minutes. 

2. The participants are asked to form subgroups and asked to derive a ranking of the 

items by consensus. There must be substantial agreement (not necessarily 

304 ❘❚ 


unanimity) on the rank assigned. Three ground rules are imposed in this phase, and 

are listed below: 


■ No “majority-rule” voting. 

■ No trading votes. 

Following are some suggestions about how consensus can be achieved: 

■ Members should avoid arguing in an attempt to win as individuals. What is 

“right” is the best collective judgment of the group as a whole. 

■ Conflict about ideas, solutions, predictions, etc., should be viewed as helping 

rather than hindering consensus. 

■ Problems are solved best when individual group members accept responsibility 

for both listening and contributing, so that everyone is included in the decision. 

■ Tension-reducing behaviors can be useful if meaningful conflict is not eased 

prematurely. 

■ Each member is responsible for monitoring the processes through which work 

gets done and for initiating discussions of process when work is becoming 

ineffective. 

■ The best results flow from a fusion of information, logic, and emotion. Value 

judgments include members’ feelings about the data and about the process of 


The facilitator should stress that the groups must work hard to be successful. This 

phase should take about thirty minutes. 

3. The “right” answers are read aloud or posted by the facilitator, using the following 

answer key: 

First Level of Intensity 

■ D Police practices. 

■ J Unemployment and underemployment. 

■ E Inadequate housing. 

Second Level of Intensity 

■ H Inadequate education. 

■ C Poor recreational facilities and programs. 

■ K Ineffective political structure and grievance mechanisms. 

Third Level of Intensity 

■ B Disrespectful attitudes of other groups. 


■ F Discriminatory administration of justice. 

■ I Inadequate federal programs. 

■ L Inadequate municipal services. 

■ A Discriminatory consumer and credit practices. 

■ G Inadequate welfare programs. 

4. Participants are instructed to compute their own scores by calculating the differences 

between their rankings and the solution. All differences are added together as 

positives, regardless of which ranking was higher, in order to determine each 

participant’s score. Participants are directed to derive the following statistics for 

each subgroup: the range of individual scores, the average of individual scores, the 

score for group consensus, and the difference between the average and the group 

consensus score. 

5. Each subgroup computes the average score of the individual members, compares 

this with the subgroup’s score, and discusses the implications of the experience. This 

processing might be focused on leadership, compromise decision-making strategies, 

the feeling content of the exercise, the roles played by members, or other aspects of 

group life. 

Variations 

Ranking forms can be developed both before the training session and during the event. 

For example, a list of top problems facing the group involved can be written. This list 

can be rank-ordered by a random sample of members of the group, and their responses 

can be tallied to develop an answer key. Also, within the training session, a list of items 

can be developed by participants for a ranking task. A survey of all participants can be 

conducted to develop a set of “right” answers. 

■ 

■ 

■ 

■ 

Groups can be encouraged to experiment with alternatives to formal voting 

procedures: They can seat themselves in the order that they ranked a given item as 

individuals; they can rate their agreement with each item; or they can distribute points 

among alternatives. 

The group-on-group design can be used to heighten participation in consensus 


The facilitator can experiment with various subgroup sizes. Participants can be 

assigned randomly to subgroups and given a time limit for consensus seeking. They 

can rate their satisfaction with the outcomes before the scoring. The subgroups’ 

average satisfaction ratings can be compared to other statistical outcomes. 

Similar experiments can be devised to vary time limits for consensus seeking. For 

example, one subgroup can be given twenty minutes, another thirty minutes, and one 

unlimited time. Satisfaction data and outcomes can be compared. (A more complex 

306 ❘❚ 


design would be to study the effects of group size and time limit simultaneously, as in 

the following model which requires nine groups.) 

Subgroup Size 


Brief 

Long 

No Limit 

■ 

■ 

■ 

■ 
















the work sheet to each participant. The participant fills in both copies along with a 


participant hands one copy to the facilitator and keeps the other for the subgroup 

consensus discussion. While the subgroups are involved in developing a consensus 

ranking, the facilitator may find each subgroup’s range of individual scores and 

average of individual scores. This task goes most quickly if there are several staff 

members available. A chart of all results may be developed and shared with all 

participants. 


KERNER REPORT WORK SHEET 

Introduction: In gathering data on twenty-four disorders in twenty-three cities, the 

Special Riot Commission Report (Kerner Report) found that “Although specific 

grievances varied from city to city, at least twelve deeply held grievances can be 

identified and ranked into three levels of relative intensity.” 

Instructions: You are part of an evaluating team for the Special Riot Commission. 

Among the data gathered are twelve basic grievances of those involved in the rioting. 

Having reviewed all the data, you choose to rank the grievances under three levels of 

intensity, the first being the highest. 

List of grievances to be ranked under the three levels: 

A. Discriminatory consumer and credit practices 

B. Disrespectful attitudes of other groups 

C. Poor recreational facilities and programs 

D. Police practices 

E. Inadequate housing 

F. Discriminatory administration of justice 

G. Inadequate welfare programs 

H. Inadequate education 

I. Inadequate federal programs 

J. Unemployment and underemployment 

K. Ineffective political structure and grievance mechanisms 

L. Inadequate municipal services 

First Level of Intensity Second Level of Intensity Third Level of Intensity 

You Your Group You Your Group You Your Group 

1. ( ) ( ) 4. ( ) ( ) 7. ( ) ( ) 

2. ( ) ( ) 5. ( ) ( ) 8. ( ) ( ) 

3. ( ) ( ) 6. ( ) ( ) 9. ( ) ( ) 

10. ( ) ( ) 

11. ( ) ( ) 

12. ( ) ( ) 

308 ❘❚ 


❚❘ 

LETTER OCCURRENCE: 


Goals 

■ 

■ 

■ 

To compare decisions made by individuals with those made by groups. 

To teach effective consensus-seeking techniques. 

To demonstrate the phenomenon of synergy. 

Group Size 

Subgroups of five to twelve members each. Several subgroups may be directed 

simultaneously in the same room. (Synergy is more likely to be achieved with smaller 

groups, i.e., five to seven members.) 

Time Required 

Approximately one hour per task. 

Materials 

■ 

■ 


A copy of the Letter Occurrence Ranking Work Sheet for each participant and for 



Each subgroup should be seated around a square or round table, far enough away from 

other subgroups to be able to work without distractions. Lapboards may be used. 

Process 

1. The facilitator distributes copies of the Letter Occurrence Ranking Work Sheet to all 

participants and directs them to rank the items according to instructions on the form. 

(The facilitator may read the instructions aloud.) Participants are instructed to work 

independently and are given ten minutes to complete the ranking. 

2. Subgroups are formed, and one copy of the Letter Occurrence Ranking Work Sheet 

is given to each subgroup. Members are told to develop a subgroup consensus on the 

rank to be assigned to each item. The following ground rules are presented: 

■ An individual is not to change any answers on his or her first work sheet as a 

result of the subgroup decision. 

■ One member of the subgroup is to record the consensus decision on the 

subgroup’s work sheet. 


■ 

■ 

The subgroup has thirty minutes to complete its ranking. 

Subgroup members must substantially agree on the ranking of each item. 

■ Averaging, majority-rule voting, and the making of “deals” are to be avoided. 

3. The facilitator announces (and may post) the “correct” answers. Participants score 

their individual work sheets by adding the differences between their ranks and the 

“correct” ranks (all differences are made positive and added together). The lower the 

score, the closer it is to the rankings on the key. One member from each subgroup 

also computes the subgroup’s score from the consensus work sheet. 

4. Each subgroup then computes the average score of its individual members and 

compares this with the subgroup’s score. Subgroups are brought together to publish 

outcomes. Summary statistics from each subgroup are posted on a chart such as the 

following: 



Scores 

Average of 

Individual Scores 


Consensus 

Increment for 

Consensus Seeking 

Synergy* Yes No Yes No Yes No 

*In this context, synergy is defined as the consensus score being lower than the lowest 

individual scores in the group. 

5. The implications of the experience are then discussed, with emphasis on such points 

as: 

■ 

■ 

■ 

■ 

■ 

What form did the subgroup discussion take? What helped consensus seeking? 

What hindered it? 

What kind of leadership emerged? How did members influence the subgroup? 

How did the subgroup discover and use information resources? Did any members 

reserve private information such as the layout of typewriter keys, the relative 

simplicity of symbols in the Morse Code, etc.? 

How were disagreements resolved, compromises achieved, decisions made? 

How do the individual members feel about the process and outcomes? 

310 ❘❚ 


Variations 

■ 

■ 

■ 

■ 

Ranking forms can be developed readily both prior to the training session and during 






answers. 

Subgroups can be encouraged to experiment with alternatives to formal voting 




The group-on-group design can be used to heighten participation for consensus 


The facilitator can experiment with various subgroup sizes. People can be randomly 






Answer Key 

Letter Occurrence 1 

1. E 9. H 

2. T 10. D 

3. A 11. L 

4. O 12. F 

5. N 13. C 

6. R 14. M 

7. I 15. U 

8. S 

1 

Based on material in A.E. Karbowiak and R.M. Huey, Information, Computers, Machines, and Man, New York: John Wiley, 1971. 

Submitted by Kenneth D. Scott. 

312 ❘❚ 


LETTER OCCURRENCE RANKING WORK SHEET 

Instructions: Following is a list of the fifteen letters that occur most often in written 

English. Your task is to rank these letters in the same order as their actual frequency of 

occurrence. Place the number 1 by the letter that you think is most frequently used, place 

the number 2 by the second most frequently occurring letter, and continue through 

number 15, which is your estimate of the letter used least frequently. 

______ N 

______ T 

______ S 

______ D 

______ U 

______ L 

______ E 

______ C 

_____ F 

_____ I 

_____ R 

_____ H 

_____ M 

_____ A 

_____ O 


❚❘ 

LOST AT SEA: 


Goals 

■ 

■ 

To teach the effectiveness of consensus-seeking behavior in task groups through 

comparative experiences with both individual decision making and group decision 

making. 

To explore the concept of synergy in reference to the outcomes of group decision 

making. 

Group Size 

Five to twelve participants. Several subgroups may be directed simultaneously. 

(Synergistic outcomes are more likely to be achieved by smaller subgroups, e.g., five to 

seven participants.) 

Time Required 


Materials 

■ 

■ 

■ 

■ 

■ 

Two copies of the Lost at Sea Individual Work Sheet for each participant. 

A copy of the Lost at Sea Group Work Sheet for each subgroup. 

A copy of the Lost at Sea Answer and Rationale Sheet for each participant. 

Pencils. 

Newsprint and felt-tipped markers. 


Lapboards or desk chairs are best for privacy in individual work. Tables may be used, 

but the dynamics involved are likely to be different. 

Process 

1. The facilitator distributes two copies of the Lost at Sea Individual Work Sheet to 

each participant and asks each person to complete the forms in duplicate. He or she 

explains that participants are to work independently during this phase. (Fifteen 

minutes.) 

2. The facilitator collects one copy from each participant. The other copy is for the use 

of the subgroup. 

314 ❘❚ 


3. The facilitator forms subgroups and directs them to particular work areas in the 

room. Each subgroup is given a copy of the Lost at Sea Group Work Sheet. The 

facilitator then reads the instructions to the subgroups, emphasizing that each 

member of a subgroup should partially agree with the subgroup choices to establish 

consensus, but that they are not to use such techniques as averaging, majority-rule 

voting, or trading. He or she stresses that it is desirable that effort be made to 

achieve success in this task. 

4. While the subgroups are engaged in their task, the facilitator scores the individual 

ranking sheets. The score is the sum of the differences between the “correct” rank 

for each item and its rank on the Individual Work Sheet (all differences should be 

made positive and added). Higher scores have greater negative implications. The 

facilitator then totals all individual scores for each subgroup and divides by the 

number of members to obtain the average individual score for each subgroup. 

(Thirty-five minutes.) 

5. The facilitator collects the Group Work Sheets and scores them as in step 4, while 

the participants debrief their consensus seeking. He or she then prepares a chart such 

as the one following, summarizing the statistics: 

BEFORE SUBGROUP DISCUSSION 

Subgroup 

Average 

Individual Score 

Score of Most 

Accurate Individual 

Example 55 45 

1 

2 

3 

Average for all subgroups 

AFTER SUBGROUP DISCUSSION 

Subgroup 

Score for 

Subgroup 

Consensus 

Gain/Loss Over 

Average 

Individual 

Gain/Loss Over 

Most Accurate 

Individual 

Synergy* 

Example 40 +15 +5 Yes 

1 

2 

3 

Average for all 

Subgroups 

*Synergy is defined as the consensus score lower than the lowest individual score in the 

subgroup. 


6. The facilitator returns all Individual and Group Work Sheets and distributes a copy 

of the Lost at Sea Answer and Rationale Sheet to each participant. After allowing 

the subgroups a few minutes to discuss the answers and rationale, the facilitator 

analyzes the statistics and explains the synergy factor. 

7. The facilitator leads a discussion of the comparative outcomes of individual rankings 

and subgroup consensus rankings. Discussion questions such as the following might 

be suggested by the facilitator: 

■ What behaviors helped or hindered the consensus-seeking process? 

■ What patterns of decision making occurred? 

■ Who were the influential members and how were they influential? 

■ How did the group discover and use its information resources? Were these 

resources fully utilized? 

■ What are the implications of consensus seeking and synergistic outcomes for 

intact task groups such as committees and staffs of institutions? 

■ What consequences might such a process produce in the group’s attitudes? 

Variations 

■ 

■ 

■ 

Process observers can be used to give feedback about either subgroup or individual 

behavior. 

A lecturette on synergy and consensus seeking can immediately precede the group 

problem-solving phase to establish a mental set toward cooperation. 

Each participant can be given only one copy of the Lost at Sea Individual Work Sheet 

and instructed to score his or her own sheet. 

Submitted by Paul M. Nemiroff and William A. Pasmore. 

316 ❘❚ 


LOST AT SEA INDIVIDUAL WORK SHEET 

Name ________________________________ 

Subgroup ________________________________ 

Instructions: You are adrift on a private yacht in the South Pacific. As a consequence of 

a fire of unknown origin, much of the yacht and its contents have been destroyed. The 

yacht is now slowly sinking. Your location is unclear because of the destruction of 

critical navigational equipment and because you and the crew were distracted trying to 

bring the fire under control. Your best estimate is that you are approximately one 

thousand miles south-southwest of the nearest land. 

Following is a list of fifteen items that are intact and undamaged after the fire. In 

addition to these articles, you have a serviceable, rubber life raft with oars. The raft is 

large enough to carry yourself, the crew, and all the items in the following list. The total 

contents of all survivors’ pockets are a package of cigarettes, several books of matches, 

and five one-dollar bills. 

Your task is to rank the fifteen items that follow in terms of their importance to 

your survival. Place the number 1 by the most important item, the number 2 by the 

second most important, and so on through number 15, the least important. 

_______ Sextant 

_______ Shaving mirror 

_______ Five-gallon can of water 

_______ Mosquito netting 

_______ One case of U.S. Army C rations 

_______ Maps of the Pacific Ocean 

_______ Seat cushion (flotation device approved by the Coast Guard) 

_______ Two-gallon can of oil-gas mixture 

_______ Small transistor radio 

_______ Shark repellent 

_______ Twenty square feet of opaque plastic 

_______ One quart of 160-proof Puerto Rican rum 

_______ Fifteen feet of nylon rope 

_______ Two boxes of chocolate bars 

_______ Fishing kit 


LOST AT SEA GROUP WORK SHEET 

Subgroup ________________________________ 

Instructions: This is an exercise in group decision making. Your subgroup is to employ 

the group consensus method in reaching its decision. This means that the prediction for 

each of the fifteen survival items must be agreed on by each subgroup member before it 

becomes a part of the subgroup decision. Consensus is difficult to reach. Therefore, not 

every ranking will meet with everyone’s complete approval. As a subgroup, try to make 

each ranking one with which all members can at least partially agree. Here are some 

guides to use in reaching consensus. 

1. Avoid arguing for your own individual judgments. Approach the task on the 

basis of logic. 

2. Avoid changing your mind if it is only to reach agreement and avoid conflict. 

Support only solutions with which you are able to agree at least somewhat. 

3. Avoid “conflict-reducing” techniques such as majority vote, averaging, or 

trading in reaching your decision. 

4. View differences of opinion as a help rather than a hindrance in decision making. 

________ Sextant 

________ Shaving mirror 

________ Five-gallon can of water 

________ Mosquito netting 

________ One case of U.S. Army C rations 

________ Maps of the Pacific Ocean 

________ Seat cushion (flotation device approved by the Coast Guard) 

________ Two-gallon can of oil-gas mixture 

________ Small transistor radio 

________ Shark repellent 

________ Twenty square feet of opaque plastic 

________ One quart of 160-proof Puerto Rican rum 

________ Fifteen feet of nylon rope 

________ Two boxes of chocolate bars 

________ Fishing kit 

318 ❘❚ 


LOST AT SEA ANSWER AND RATIONALE SHEET 1 

According to the “experts,” the basic supplies needed when a person is stranded in 

midocean are articles to attract attention and articles to aid survival until rescuers arrive. 

Articles for navigation are of little importance: Even if a small life raft were capable of 

reaching land, it would be impossible to store enough food and water to subsist during 

that period of time. Therefore, of primary importance are the shaving mirror and the 

two-gallon can of oil-gas mixture. These items could be used for signaling air-sea 

rescue. Of secondary importance are items such as water and food, e.g., the case of 

Army C rations. 

A brief rationale is provided for the ranking of each item. These brief explanations 

obviously do not represent all of the potential uses for the specified items but, rather, the 

primary importance of each. 

1. Shaving mirror 

Critical for signaling air-sea rescue. 

2. Two-gallon can of oil-gas mixture 

Critical for signaling—the oil-gas mixture will float on the water and could be 

ignited with a dollar bill and a match (obviously, outside the raft). 

3. Five-gallon can of water 

Necessary to replenish loss from perspiring, etc. 

4. One case of U.S. Army C rations 

Provides basic food intake. 

5. Twenty square feet of opaque plastic 

Utilized to collect rain water, provide shelter from the elements. 

6. Two boxes of chocolate bars 

A reserve food supply. 

7. Fishing kit 

Ranked lower than the candy bars because “one bird in the hand is worth two in the 

bush.” There is no assurance that you will catch any fish. 

8. Fifteen feet of nylon rope 

May be used to lash equipment together to prevent it from falling overboard. 

9. Floating seat cushion 

If someone fell overboard, it could function as a life preserver. 

10. Shark repellent 

Obvious. 

1 

Officers of the United States Merchant Marines ranked the fifteen items and provided the “correct” solution to the task. 


11. One quart of 160-proof Puerto Rican rum 

Contains 80 percent alcohol—enough to use as a potential antiseptic for any injuries 

incurred; of little value otherwise; will cause dehydration if ingested. 

12. Small transistor radio 

Of little value because there is no transmitter (unfortunately, you are out of range of 

your favorite radio stations). 

13. Maps of the Pacific Ocean 

Worthless without additional navigational equipment—it does not really matter 

where you are but where the rescuers are. 

14. Mosquito netting 

There are no mosquitoes in the mid-Pacific Ocean. 

15. Sextant 

Without tables and a chronometer, relatively useless. 

The basic rationale for ranking signaling devices above life-sustaining items (food and 

water) is that without signaling devices there is almost no chance of being spotted and 

rescued. Furthermore, most rescues occur during the first thirty-six hours, and one can 

survive without food and water during this period. 

320 ❘❚ 


❚❘ 

OCCUPATIONS: 


Goals 

■ 

■ 

To compare the results of individual and group decision making. 

To generate data to discuss decision-making patterns in task groups. 

Group Size 

Between five and twelve participants, smaller groups being preferable. Several groups 

may be directed simultaneously in the same room. 

Time Required 


Materials 

■ 

■ 

One copy of the Occupations Work Sheet for each participant. 



Small groups should be seated around tables, with the groups far enough apart so as not 

to disturb one another. Lapboards or desk chairs may be used instead of tables. 

Process 

1. The facilitator explains the goals of the activity. Each participant is given an 

Occupations Work Sheet. The facilitator reads the instructions aloud and explains 

that the task is to rank-order the items according to the instructions. Participants are 

to work individually during this phase, which should take no more than ten minutes. 

2. The participants are asked to form subgroups and to derive a ranking of the items by 

consensus. There must be substantial agreement (not necessarily unanimity) on the 

rank assigned. Three ground rules are imposed in this phase: 


■ No “majority-rule” voting. 

■ No trading of votes. 


The following suggestions about consensus may be helpful: 

■ Members should avoid arguing in an attempt to win as individuals. What is 

“right” is the best collective judgment of the group as a whole. 

■ Conflict about ideas, solutions, predictions, etc., should be viewed as helping 

rather than hindering the process of seeking consensus. 

■ Problems are solved best when individual group members accept responsibility 

for both listening and contributing, so that everyone is included in the decision. 

■ Tension-reducing behaviors can be useful if meaningful conflict is not eased 

prematurely. 

■ Each member is responsible for monitoring the processes through which work 

gets done and for initiating discussions of process when work is becoming 

ineffective. 

■ The best results flow from a fusion of information, logic, and emotion. Value 

judgments include members’ feelings about the data and about the process of 


The facilitator should stress that the subgroups must work hard to be successful. 

This phase should take about thirty minutes. 

3. The “right” answers are read aloud or posted by the facilitator. Participants compute 

their scores by determining the differences between each of their rankings and the 

rankings posted by the facilitator. Their scores are the sums of these differences. (All 

differences should be made positive and added together.) Participants are directed to 

derive the following statistics for each subgroup: the range of individual scores, the 

average of individual scores, the score for group consensus, and the difference 

between the average and the group consensus score. 

Occupational Prestige Key: 

■ U.S. Supreme Court justice (1) 

■ Banker (9) 

■ Psychologist (8) 

■ Physician (2) 

■ Sociologist (10) 

■ Scientist (3) 

■ Public school teacher (11) 

■ State governor (4) 

■ Author of novels (12) 

■ College professor (5) 

■ Undertaker (13) 

■ Lawyer (6) 

■ Newspaper columnist (14) 

■ Dentist (7) 

■ Police officer (15) 

322 ❘❚ 


4. The group computes the average score of the individual members, compares this 

with the group’s score, and discusses the implications of the experience. This 

processing might be focused on leadership, compromise, decision-making strategies, 

the feeling content of the exercise, the roles played by members, or other aspects of 

group life. 

Variations 

■ Because the Occupations Work Sheet may contain cultural biases, editing of the 

contents may be required. 

■ Ranking forms can be developed readily both before the training session and during 

the event. For example, a list of top problems facing the group involved can be 

written. This list can be rank-ordered by a random sample of members of the group, 

and their responses can be tallied to develop an answer key. Also within the training 

session, a list of items can be developed by participants for a ranking task. A survey 

of all participants can be conducted to develop a set of “right” answers. 

■ Groups can be encouraged to experiment with alternatives to formal voting 

procedures. They can seat themselves in the order that they ranked a given item as 

individuals; they can rate their agreement with each item; they can distribute points 

among alternatives, etc. 

■ The group-on-group design can be used to heighten participation in consensus 


■ The facilitator can experiment with various subgroup sizes. Participants can be 


can be asked to rate their satisfaction with the outcomes before the scoring is begun. 

Subgroups’ average satisfaction ratings can be compared and discussed in relation to 

other statistical outcomes. 

■ Similar experiments can be devised to vary time limits for consensus seeking. For 

example, one subgroup can be given twenty minutes, another thirty minutes, and one 

unlimited time. Satisfaction data and outcomes can be compared. A more complex 

design would be to study the effects of group size and time limit simultaneously, as in 

the following model which requires nine groups. 

Subgroup Size 


Brief 

Long 

No Limit 


■ 

■ 

■ 

■ 





to more effective communication between them. 



participant derives a score for himself or herself based on the differences between the 



Sequential consensus activities can be used, so that subgroups build on what was 


task may have “right” answers, and the other may not. Other combinations are 

possible, such as having the subgroup create its own instrument for the second phase. 


the ranking form to each participant. The participant fills in both copies along with a 


participant hands one copy to the facilitator and keeps the other for the consensus 

discussion. While the subgroups are involved in developing consensus rankings, the 

facilitator may calculate each group’s range of individual scores and average of 

individual scores. This task goes most quickly if there are several staff members 

available. A chart of all results may be developed and shared with all participants. 

Submitted by John E. Jones. 

324 ❘❚ 


OCCUPATIONS WORK SHEET 

Instructions: Rank the following occupations according to the prestige attached to them. 

Place the number 1 in front of the occupation you believe most people would think most 

prestigious. Rank-order the remaining occupations through 15, the least prestigious. 

_______ Author of novels 

_______ Newspaper columnist 

_______ Police officer 

_______ Banker 

_______ U.S. Supreme Court justice 

_______ Lawyer 

_______ Undertaker 

_______ State governor 

_______ Sociologist 

_______ Scientist 

_______ Public school teacher 

_______ Dentist 

_______ Psychologist 

_______ College professor 

_______ Physician 


❚❘ 

RESIDENCE HALLS: 


Goals 

■ 

■ 

■ 

To study the degree to which members of a group agree on certain values. 

To assess the decision-making norms of the group. 

To identify the “natural leadership” functioning in the group. 

Group Size 

Between five and twelve participants. Several groups may be directed simultaneously in 

the same room. (Synergistic outcomes are more likely to be achieved by smaller groups, 


Time Required 


Materials 

■ 

■ 

One copy of the Residence Halls Ranking Sheet for each participant. 



It is desirable to have subgroups seated around tables and to have them far enough apart 

so as not to disturb one another. Lapboards or desk chairs may be utilized instead of 

tables. 

Process 

1. The facilitator announces the goals of the activity and asks the participants to form 

subgroups. 

2. Each participant is given a copy of the Residence Halls Ranking Sheet. The 

facilitator functions as a timekeeper according to the schedule on the sheet. One or 

more members may function as observers. 

3. After the allotted time, the total group discusses the process in terms of the stated 

goals. 

326 ❘❚ 


Variations 

■ 

■ 

The ranking sheet can be easily revised to fit situations other than residence halls. The 

content may be the goals of the organization or group, characteristics of an ideal 

leader, desirable characteristics of teachers (principals, ministers, counselors, 

supervisors, employers, etc.), or any other relevant list. One suggestion might be to 

conduct a problem census of the organization or group and to use that list as the items 

to be rank-ordered. 

When several groups in the same organization (class, institution, etc.) engage in this 

experience simultaneously, it is sometimes helpful to summarize the rank orders for 

the several groups and to have a discussion of the agreements and disagreements 

among the groups. 


RESIDENCE HALLS RANKING SHEET 

Rank the following functions of the residence-hall system according to the importance 

you attach to each of them. Write the number 1 in front of the most important, the 

number 2 before the second most important, etc. You have ten minutes for this task. 

After members of your subgroup have finished working individually, arrive at a 

rank ordering as a group. The group has thirty minutes for the task. Do not choose a 

formal leader. 

Individual Group 

Rank Rank 

_______ _______ Residence halls exist to help college students develop social 

maturity. 

_______ _______ Residence-hall organizations should work to improve the quality 

of student life. 

_______ _______ The residence hall is where students develop business and social 

contacts that will be helpful after graduation. 

_______ _______ Residence halls provide a “home away from home” where the 

resident is accepted and wanted. 

_______ _______ The residence-hall system encourages worthwhile fellowship. 

_______ _______ The residence hall is an experiment in living, through which the 

student comes to know his or her prejudices and tries to 

overcome them. 

_______ _______ Participation in residence-hall activities is training for leadership 

in adult life. 

_______ _______ Residence halls support and enhance the classroom learning 

experience of students. 

_______ _______ In the residence-hall system, students are treated as adults, not as 

adolescents who need to be controlled. 

_______ _______ Residence halls function as laboratories for democratic action. 

328 ❘❚ 


❚❘ 

RANKING CHARACTERISTICS: 

A COMPARISON OF DECISION-MAKING 

APPROACHES 

Goals 

■ 

■ 

■ 

To allow participants to experience three types of decision-making processes: 

autocratic, democratic, and consensual. 

To demonstrate and compare the relative time required for each of these processes. 

To explore the impacts of each of these approaches on the quality of the decisions, the 

participants’ degrees of involvement in the processes, and their preferences for a 

particular approach. 

Group Size 

Any number of subgroups of five to nine members each. 

Time Required 


Materials 

■ One copy of the Ranking Characteristics of a Good Parent Work Sheet for each 

participant. 

■ One copy of the Ranking Characteristics of a Good Trainer Work Sheet for each 

participant. 

■ One copy of the Ranking Characteristics of a Good Group Leader Work Sheet for 

each participant. 

■ One copy of the Ranking Characteristics Phase-I Leader’s Instruction Sheet for each 

phase-I leader. 

■ One copy of the Ranking Characteristics Phase-II Leader’s Instruction Sheet for each 

phase-II leader. 

■ One copy of the Ranking Characteristics Phase-III Leader’s Instruction Sheet for each 

phase-III leader. 


■ A writing surface for each participant. 


■ 

■ 

■ 

■ 

One newsprint copy of each of the three Ranking Characteristics Tally Forms 

prepared in advance of the activity. 

A large clock situated so that all participants can see it. 




A room that is large enough for subgroups to work without disturbing one another. 

Process 

1. The participants are assembled into subgroups of five to nine members each, and a 

writing surface is provided for each participant. Each subgroup selects a phase-I 

leader, a phase-II leader, and a phase-III leader. (Five minutes.) 

2. The facilitator meets in a separate area with the phase-I leaders, distributes the 

phase-I leader’s instruction sheets, asks the leaders to read the sheets, and offers 

clarification if needed. The facilitator then gives them enough pencils and copies of 

the good parent work sheet to accommodate all members of their subgroups and 

sends them back to their subgroups. (Five minutes.) 

3. While the facilitator is meeting with the leaders, each subgroup discusses important 

characteristics of a good parent. 

4. The phase-I leaders explain the task to their subgroups and distribute a pencil and a 

copy of the good parent work sheet to every subgroup member, including 

themselves. At this point, the leader notices the time and records it and instructs the 

subgroup to start the task. 

5. When all members of a subgroup have rated their work sheets, the leader asks each 

of them to share the top five characteristics selected. Then the leader tells them 

which five he or she selected and announces that his or her own work sheet will be 

turned in as the subgroup’s decision. The leader again records the time and 

computes how long it took to make the decision. 

6. Each phase-I leader writes the number of minutes it took for the decision to be made 

at the top of his or her own work sheet and gives the work sheet to the facilitator. 

7. The facilitator meets with the group of phase-II leaders, distributes the phase-II 

leader’s instruction sheets, asks the leaders to read the sheets, and offers clarification 

if needed. The facilitator then gives them enough copies of the good trainer work 

sheet to accommodate all members of their subgroups and sends them back to their 

subgroups. (Five minutes.) 

8. While the facilitator is meeting with the leaders, each subgroup discusses how it felt 

about the way the decision was made. 

330 ❘❚ 


9. The phase-II leaders explain the task to their subgroups and distribute a copy of the 

good trainer work sheet to every subgroup member, including themselves. At this 

point, each leader notices the time and records it and instructs his or her subgroup to 

start the task. 

10. While the subgroups are working on the second task, the facilitator tallies the results 

of the first task and writes them on the newsprint copy of the phase-I tally form. The 

results are not shown to the participants at this point. 


of them to share the top five characteristics selected. Then the leader tells them that 

one work sheet from the subgroup will be turned in as the subgroup’s decision. The 

leader solicits nominations and takes a vote. When one person’s work sheet has a 

majority of votes, the leader again records the time and computes how long it took to 

make the decision. 

12. The owner of the winning work sheet writes the number of minutes required to make 

the decision at the top of the work sheet and gives the work sheet to the facilitator. 

13. The facilitator meets with the group of phase-III leaders, distributes the phase-III 

leader’s instruction sheets, asks the leaders to read the sheets, and offers clarification 

if needed. The facilitator then gives them enough copies of the good group leader 

work sheet to accommodate all members of their subgroups and sends them back to 

their subgroups. (Five minutes.) 

14. While the facilitator meets with the leaders, each subgroup discusses important 

characteristics of a group leader. 

15. The phase-III leaders explain the task to their subgroups and distribute a copy of the 

good group leader work sheet to every member, including themselves. At this point, 

the leader notices the time and records it and instructs the subgroup to start the task. 

16. While the subgroups are working on the third task, the facilitator tallies the results of 

the second task and writes them on the newsprint copy of the phase-II tally form. 


of them to share the top five characteristics selected. Then the leader tells them that 

they must reach consensus on the rankings and gives them suggestions on how to 

arrive at a consensus. When the subgroup reaches consensus, the leader changes his 

or her own work sheet to conform with the consensus. Then the leader again records 

the time and computes how long it took to make the decision. 

18. The leader writes the number of minutes required to make the decision at the top of 

the work sheet and gives the work sheet to the facilitator. 

19. Within each subgroup the members are asked to discuss how they felt about the 

three methods of decision making. While these discussions are taking place, the 

facilitator tallies the results of the third task and writes them on the newsprint copy 

of the phase-III tally form. (Five minutes.) 


20. The total group is reassembled. The facilitator explains the three methods of 

decision making that were used, shows the results of each method, and leads a 

discussion on the following questions: 

■ Which process did you prefer? Why? 

■ Which process produced the best results? How? 

■ In which process were you most involved? In what ways were you involved to a 

greater degree in that process? 

■ Under what circumstances might an autocratic decision be best? A democratic 

approach? A consensus approach? What might the drawbacks be of each 

approach? 

■ What do the tally sheets seem to suggest about the differences in the three 

approaches? 

■ Which decision-making process seems to be used most frequently in your work 

group? What changes would you like to see in that process? How could you help 

to promote those changes? 


Variations 

■ 

■ 

If time is limited, a third of the participants can use the autocratic process; a third, the 

democratic method; and a third, the consensus method. 

Post-decision rating forms can be distributed to all participants to determine the 

satisfaction with, enjoyment of, and involvement in each type of decision-making 

process. 

Submitted by Charles A. LaJeunesse. 

332 ❘❚ 


RANKING CHARACTERISTICS OF A GOOD PARENT WORK SHEET 

Name ____________________________ 

Instructions: Write your name at the top of this sheet. Below are listed some 

characteristics of a good parent. Your task is to select the five most important 

characteristics of a good parent and to rank these five from 1 (most important) to 5 (least 

important of the five you have selected). 

_______ Uses praise as well as punishment. 

_______ Sets good examples. 

_______ Spends time with the child. 

_______ Listens willingly to the child. 

_______ Uses discipline fairly and consistently. 

_______ Provides a stimulating environment. 

_______ Demonstrates affection. 

_______ Provides material necessities. 

_______ Allows the child to take risks. 

_______ Considers the child a person with rights. 

_______ Prevents the child from watching violence on television. 


RANKING CHARACTERISTICS OF A GOOD TRAINER 

WORK SHEET 

Name _____________________________ 


characteristics of a good trainer. Your task is to select the five most important 

characteristics of a good trainer and to rank these five from 1 (most important) to 5 

(least important of the five you have selected). 

________ Is well prepared. 

________ Uses a variety of approaches. 

________ Tries to make sure each participant benefits from the experience. 

________ Knows his or her own limitations. 

________ Knows the material well. 

________ Is well organized. 

________ Recognizes and utilizes the expertise of participants. 

________ Has a good sense of humor. 

________ Presents a balance between theory and practical material. 

________ Seeks feedback from participants. 

________ Socializes with participants during breaks. 

334 ❘❚ 


RANKING CHARACTERISTICS OF A GOOD GROUP LEADER 

WORK SHEET 

Name ____________________________ 


characteristics of a good group leader. Your task is to select the five most important 

characteristics of a good group leader and to rank these five from 1 (most important) to 

5 (least important of the five you have selected). 

_______ Is energetic. 

_______ Is skilled at resolving conflict. 

_______ Is well organized. 

_______ Has experience as group leader. 

_______ Is respected by group members. 

_______ Is reliable. 

_______ Is charismatic. 

_______ Is intelligent. 

_______ Is creative. 

_______ Possesses a sense of humor. 

_______ Is effective in achieving results. 


RANKING CHARACTERISTICS PHASE-I LEADER’S 

INSTRUCTION SHEET 

Give the members of your subgroup the following instructions: 

1. Work independently and rank order the top five characteristics of a good parent. 

2. Be conscientious about your rankings, because our subgroup has to give our decision 

to the facilitator. 

Look at the clock and record the time and tell your subgroup to begin the task. 

When the members of your subgroup complete the task, ask each one to share his or 

her top five characteristics along with the assigned numbers. 

When all the other members have finished reading their lists, share your top five 

and announce that you will use your list as the subgroup’s decision. You may give the 

subgroup any of the reasons listed below or you may make up your own reason or give 

no reason at all. 

Reasons for Using Your Rankings 

1. “We are running out of time, so I’ll just submit my list as our decision.” 

2. “I’ve been a parent for x years, so I’m sure my list is as accurate as any of yours.” 

3. “Next time we can use someone else’s list, but this time we’re going to use mine.” 

As soon as your group understands that your list will be used, note the time and 

compute how many minutes elapsed between the time your subgroup started the task 

and the time the decision was announced. Write the number of minutes on your copy of 

the work sheet and give it to the facilitator. 

If members of your subgroup object to your decision, reply by saying, “Well, I’m 

the leader, and that is what I have decided” and stand up and take your work sheet to the 

facilitator. After you return to the subgroup, you may tell them that later there will be a 

general discussion on how the decision was made. 

336 ❘❚ 


RANKING CHARACTERISTICS PHASE-II LEADER’S 



1. Work independently and rank order the top five characteristics of a good trainer. 



3. One of our work sheets will be used as our subgroup’s decision, but it will not 

necessarily be mine. 




When all the other members have finished reading their lists, share your list and 

announce that the work sheet of one of the members will be used as your subgroup’s 

decision. Solicit nominations, and when one member’s work sheet has received a 

majority of votes, record the time and compute the number of minutes that were required 

to make the decision. 

Tell the person who holds the winning work sheet to write the number of minutes 

required for the decision in the upper-right corner of his or her work sheet and to give 

the work sheet to the facilitator. 


RANKING CHARACTERISTICS PHASE-III LEADER’S 



1. Work independently and rank order the top five characteristics of a good group 

leader. 






When all the other members have finished reading their lists, share your list and 

announce that the subgroup must arrive at a consensus decision, that is, a decision that 

everyone is willing to accept. Give the subgroup the following suggestions about how to 

arrive at a consensus: 

1. Discuss the characteristics and try to produce rank orders that everyone in the 

subgroup can accept. 

2. Do not use averaging, majority rule, or trading votes to arrive at a decision. 

3. Do not attempt to win as an individual. 

4. View differences of opinion as a help rather than a hindrance in arriving at a 

consensus. 

5. Listen and contribute, because both of these elements are important in making this 

type of decision. 

When a consensus is reached, change your own work sheet to reflect the group’s 

decision. Note the time, calculate how long your subgroup took to make the decision, 

write the number of minutes in the upper-right corner of your work sheet, and give your 

work sheet to the facilitator. 

338 ❘❚ 


RANKING CHARACTERISTICS TALLY FORM 

Phase I (Autocratic Process) 

Number of Times Ranked 

Characteristic No. 1 No. 2 No. 3 No. 4 No. 5 

Praise _____ _____ _____ _____ _____ 

Good Example _____ _____ _____ _____ _____ 

Time _____ _____ _____ _____ _____ 

Listens _____ _____ _____ _____ _____ 

Discipline _____ _____ _____ _____ _____ 

Environment _____ _____ _____ _____ _____ 

Affection _____ _____ _____ _____ _____ 

Necessities _____ _____ _____ _____ _____ 

Risks _____ _____ _____ _____ _____ 

Rights _____ _____ _____ _____ _____ 

TV _____ _____ _____ _____ _____ 

Average time for arriving at decision: ________ minutes 



Phase II (Democratic Process) 



Prepared _____ _____ _____ _____ _____ 

Variety _____ _____ _____ _____ _____ 

Benefits _____ _____ _____ _____ _____ 

Limitations _____ _____ _____ _____ _____ 

Knowledge _____ _____ _____ _____ _____ 

Organized _____ _____ _____ _____ _____ 

Recognizes _____ _____ _____ _____ _____ 

Humor _____ _____ _____ _____ _____ 

Balance _____ _____ _____ _____ _____ 

Feedback _____ _____ _____ _____ _____ 

Socializes _____ _____ _____ _____ _____ 


340 ❘❚ 



Phase III (Consensus Process) 



Energetic _____ _____ _____ _____ _____ 

Resolver _____ _____ _____ _____ _____ 

Organized _____ _____ _____ _____ _____ 

Experienced _____ _____ _____ _____ _____ 

Respected _____ _____ _____ _____ _____ 

Reliable _____ _____ _____ _____ _____ 

Charismatic _____ _____ _____ _____ _____ 

Intelligent _____ _____ _____ _____ _____ 

Creative _____ _____ _____ _____ _____ 

Humor _____ _____ _____ _____ _____ 

Effective _____ _____ _____ _____ _____ 



❚❘ 

PEOPLE ARE ELECTRIC: UNDERSTANDING 

HEURISTICS IN THE CREATIVE PROCESS 

Goals 

■ 

■ 

■ 

■ 

To encourage the participants to think creatively. 

To help the participants to discover heuristics in their thinking patterns. 

To assist the participants in recognizing their own selective perception patterns. 

To improve team effectiveness by uncovering judgmental thinking and biases. 

Group Size 

Three to six subgroups of five members each. 

Time Required 

One hour and fifteen minutes to one and one-half hours. 

Materials 

■ 

■ 

■ 

■ 

■ 

A copy of the People Are Electric Scenario Sheet for each participant. 

A pen or pencil and a clipboard or other portable writing surface for each participant. 

Several sheets of newsprint and a felt-tipped marker for each subgroup. 

A newsprint flip chart and a felt-tipped marker for the facilitator. 



A room large enough for subgroups to work without disturbing one another, with plenty 

of wall space for posting newsprint. Movable chairs should be provided. 

Process 

1. The facilitator introduces the goals of the activity and presents an explanation in 

words similar to the following: 

“Team effectiveness is sometimes limited by the judgmental thinking of team 

members. Especially in ambiguous or uncertain circumstances, people tend to use 

heuristics (rules of thumb) to make judgments or decisions. Examples of heuristics 

might be certain opening moves in chess or arriving at this year’s budget by adding 

342 ❘❚ 


10 percent to last year’s budget. Essentially heuristics are ways that people simplify 

thinking and decision making. Problems occur when these heuristics lead to wrong 

inferences and conclusions. Selective perception, or viewing problems from one’s 

own perspective, is an example of a heuristic that can lead to problems. A person’s 

perspectives and views of life are influenced by education, personality, and life 

experiences. However, in an uncertain situation, that person tends to make decisions 

based on his or her own perspective, which may not be apparent to others. This 

activity is intended to bring out thinking patterns and experiences that influence your 

decisions.” 


2. The participants are instructed to form subgroups of five members each and to share 

information among themselves about their education and work experience. (Ten 

minutes.) 

3. Each subgroup is given several sheets of newsprint, a felt-tipped marker, and 

masking tape for posting the newsprint. The facilitator distributes copies of the 

People Are Electric Scenario Sheet, pencils, and clipboards or other portable writing 

surfaces. Each participant is instructed to read the handout. (Five minutes.) 

4. The facilitator reviews the instructions with the participants and directs the 

subgroups to begin the activity. (Twenty-five minutes.) 

5. After the time has elapsed, the facilitator reconvenes the total group. Each subgroup 

in turn notes how the subgroup reached consensus, presents its answers to the 

scenario questions, and posts its newsprint sheets. (Ten to fifteen minutes.) 

6. The facilitator leads a concluding discussion based on questions such as the 

following: 

■ In what ways were your thinking patterns in this activity influenced by the 

information presented about heuristics? In what ways were your thinking patterns 

in this activity influenced by previous experiences? 

■ How was your subgroup’s thinking influenced by the education or work 

experiences of its members? 

■ How was the consensus process affected by the subgroup’s thinking process? 

■ How did you feel about members of your subgroup whose ideas matched yours? 

What about those whose ideas were different from yours? 

■ Have your ideas about the scenario changed as a result of group discussion? 

How? 


■ What have you learned about heuristics and selective perception? What situations 

can you think of in which the use of heuristics was an obstacle to creativity or 

effective decision making? How might you apply what you learned in personal or 

professional situations? 


Variations 

■ 

■ 

■ 

■ 

When a subgroup member introduces himself or herself, the other members may write 

down the information that is shared and record any expectations they have about how 

that person may respond during the activity. 

Participants may be asked to note selective perception patterns that they observe in 

themselves and to design action plans to modify these patterns if they choose. 

The facilitator may obtain information about the backgrounds of the participants in 

advance and use that information to structure the subgroups. Half the subgroups may 

be formed of participants with similar backgrounds and interests and half of those 

with different backgrounds and interests. The responses of the two types of groups 

may be compared as part of the concluding discussion. 

The activity could be conducted before information on heuristics is presented, with a 

similar but different activity following. The resulting creativity in the two situations 

then could be compared. 

Submitted by Taggart Smith. 

344 ❘❚ 


PEOPLE ARE ELECTRIC SCENARIO SHEET 

Instructions: Begin by answering the questions on this page individually. Then discuss 

your answers with the other members of your subgroup. When you reach consensus on 

your subgroup’s answers, write the answers on the sheets of newsprint. Take particular 

note of how your subgroup’s thinking process affects consensus. You will have about 

twenty minutes for this activity. 

What if human beings were electrically powered rather than having their energy 

supplied through food, water, and rest? 

1. How would your personal life be affected? 

2. How would your professional life be affected? 

3. How would the following systems be changed: 

■ 

Employment? 

■ 

Education? 

■ 

Family? 

■ 

Leisure activities? 

■ 

Government programs? 

■ 

Global affairs? 

■ 

Other? 


❚❘ 

SUPERVISORY BEHAVIOR / AIMS OF EDUCATION: 

CONSENSUS-SEEKING TASKS 

Goals 

■ 

■ 

To explore the relationships between subjective involvement with issues and problem 

solving. 

To teach effective consensus-seeking behaviors in task groups. 

Group Size 

Ten or more participants. (In the example described here, two subgroups of five 

members each are established.) 

Time Required 


Materials 

■ 

■ 

■ 

One copy of the Supervisory Behavior/Aims of Education Supervisory Behavior 

Work Sheet for each member of the inner-circle subgroup (see step 3). 

One copy of the Supervisory Behavior/Aims of Education Aims of Education Work 

Sheet for each member of the second inner-circle subgroup (see step 7). 



Movable chairs that can be arranged in a group-on-group design. 

Process 

1. The facilitator divides the group into two subgroups and instructs each participant of 

one group to choose a “partner” from the other group. 

2. Chairs for the subgroups are arranged in concentric circles, facing the center. The 

facilitator explains that the outer-circle group will act as personal process observers, 

who will give feedback to their partners in the inner-circle group after the first group 

ranking session. He or she adds that a second ranking session will be held in which 

the roles of the two groups will be reversed and that new partners will be chosen for 

that session. 

346 ❘❚ 


3. A copy of the Supervisory Behavior/Aims of Education Supervisory Behavior Work 

Sheet is given to each participant in the inner circle. The facilitator explains that the 

inner circle is to work as a group in discussing and ranking the statements on their 

sheets. The group must not choose a formal discussion leader. It may arrive at its 

decisions by any method. As the group makes a decision, participants are to record 

the group ranking for each statement on the work sheet. They are to place the 

number 1 in front of the statement considered to be the most important characteristic 

of effective supervisory behavior and so on through number 8, the least important 

characteristic. 

4. The facilitator reminds the personal process observers of their roles in observing 

their partners and tells the inner-circle group that it has twenty minutes to complete 

the ranking task. Members are cautioned that they may not complete their task in 

that amount of time. 

5. At the end of twenty minutes, the facilitator directs personal process observers to 

give their partners feedback privately for ten minutes. 

6. New partners are chosen. The process is repeated, with the outer circle becoming the 

inner circle and the inner group acting as personal process observers. During this 

phase, the Supervisory Behavior/Aims of Education Aims of Education Work Sheets 

are used by the inner circle. 

7. When the process is finished, the facilitator may wish to give a brief lecturette on 

task and process behaviors. 

8. The facilitator leads a discussion of the activity. 

Variations 

■ 

■ 

■ 

Ranking forms can be developed both before the training session and during the 

event. For example, a list of top problems facing the group involved can be written. 

This list can be rank-ordered by a random sample of members of the group, and their 

responses can be tallied to develop an answer key. Also, within the training session, a 

list of items can be developed by participants for a ranking task. A survey of all 

participants can be conducted to develop a set of “right” answers. 

Groups can be encouraged to experiment with alternatives to formal voting 

procedures: They can seat themselves in the order that they ranked a given item as 

individuals; they can rate their agreement with each item; or they can distribute points 

among alternatives. 

The facilitator can experiment with various subgroup sizes. Participants can be 


can rate their satisfaction with the outcomes before the scoring. The subgroups’ 

average satisfaction ratings can be compared to other statistical outcomes. 


■ 

Additional sequential consensus exercises can be used, so that subgroups build on 

what was learned in each phase. New subgroups can be formed for each round. One 


own instrument for subsequent phases. 

The work sheets are adapted from Handbook of Staff Development and Human Relations Training: Materials Developed for Use in 

Africa by Donald Nylen, J. Robert Mitchell, and Anthony Stout. 

348 ❘❚ 


SUPERVISORY BEHAVIOR/AIMS OF EDUCATION 

SUPERVISORY BEHAVIOR WORK SHEET 

Instructions: 

1. You must work as a group. 

2. Do not choose a formal discussion leader. 

3. Record the ranking as the group decides it. 

A good supervisor: 

_______ freely praises excellent work. 

_______ communicates to subordinates the reasons for all important decisions. 

_______ encourages subordinates to criticize policies. 

_______ consults with subordinates before making decisions that affect their 

work. 

_______ has no favorites. 

_______ never reprimands a subordinate in front of others. 

_______ has frequent social contacts with subordinates outside of the job. 

_______ delegates authority to subordinates on all matters directly affecting 

their work. 


SUPERVISORY BEHAVIOR/AIMS OF EDUCATION 

AIMS OF EDUCATION WORK SHEET 

Instructions: 

1. You must work as a group. 

2. Do not choose a formal discussion leader. 

3. Record the ranking as the group decides it. 

________ Society is held together by proper behavior. Education should teach people to 

be good, honest, upright human beings. 

________ People are happiest when they know they have done a skillful job. Therefore, 

they should be taught things that will help them do their work better. 

________ Knowledge should be valued for its own sake, because in knowledge there is 

wisdom. Education should teach those things that have been found to be true 

for all people for all times. 

________ The family is most important. Education should teach one to be a more able 

and responsible family member. 

________ In these times, when we must all work together to build our country, 

education must first teach us to be informed, reliable, and cooperative 

citizens. 

________ It is natural for people to want a reasonably comfortable way of life and a 

share in the good things of life. Education should primarily teach people how 

to attain money and success. 

________ If our nation is to go forward, our people must know and understand their 

own historical and cultural roots. Education should teach us about the past 

and how it can help or hinder us today. 

________ Freedom means choice. An uneducated person may believe all or nothing of 

what he or she hears or reads. Education should teach people how to make 

intelligent choices in all areas of their lives. 

350 ❘❚ 


❚❘ 

TOP PROBLEMS: A CONSENSUS-SEEKING TASK 

Goals 

■ 

■ 

To compare the results of individual decision-making with the results of group 

decision-making. 


Group Size 

Between five and twelve participants. Several subgroups may be directed 

simultaneously. (Note: Smaller subgroups tend to be more effective.) 

Time Required 


Materials 

■ 

■ 

■ 

A copy of the Top Problems Individual Work Sheet for each participant. 

A pencil or pen for each participant. 

A copy of the Top Problems Group Work Sheet for each subgroup. 


Participants should be seated around a square or round table during the group-task 

phase. One dynamic that may emerge with a subgroup seated at a rectangular table is too 

much control accruing to persons seated at the ends. 

Process 

1. After explaining the goals of the activity, the facilitator distributes copies of the Top 

Problems Individual Work Sheet. 

2. The participants are instructed to form subgroups. One copy of the Top Problems 

Group Work Sheet is given to each subgroup and a member is designated to record 

subgroup consensus on this sheet. Individuals are instructed not to change any 

answers. 

3. After about thirty minutes, the facilitator explains the scoring procedure. He or she 

announces (or posts) the correct ranking, and participants score their own work 

sheets by computing the differences between each of their rankings and the correct 

rank number for the same item. For example, if a participant ranks an item as a “3” 


and the correct ranking is “5,” the difference is 2. It does not matter which number is 

higher; the participant simply records the differences for each ranking and sums 

them. Low scores, then, are better than high ones. The correct ranking numbers 

follow: 

■ Crime and lack of respect for law. 

■ Inflation. 

■ Pollution of air and water. 

■ Racial tensions. 

■ Drug addiction. 

■ Overpopulation. 

■ Unemployment. 

■ Low productivity standards. 

■ Labor-management disputes. 

■ Inadequate housing. 

■ Government reform. 

■ Low educational standards. 

■ Disease and poor health conditions. 

4. Each subgroup selects one member to compute the score for the consensus rank and 

one member to determine the average and range of individual scores. These statistics 

are posted for all subgroups in a chart such as the following: 



Scores 

Average of Individual 

Scores 


Consensus 

5. Subgroups discuss their consensus-seeking process and outcomes. The focus should 

be on behaviors that help or hinder productivity. 

6. The facilitator leads a discussion of the process and outcomes in the total group. 

Applications of the technique are solicited. This processing may include a discussion 

of leadership, compromise, decision-making strategies, psychological climate, and 

roles. 

352 ❘❚ 


Variations 

■ 

■ 

■ 

■ 

■ 





session, a list of items can be developed by participants to generate the content of a 


answers. 







The facilitator can experiment with various subgroup sizes. Persons can be randomly 





Similar experiments can be devised to vary time limits for the consensus-seeking 

phase. For example, one subgroup can be given twenty minutes, another thirty 

minutes, and one no limit. Satisfaction data and outcomes can be compared. A more 

complex design would be to study the effects of group size and time limit 

simultaneously as in the following model, which requires nine subgroups. 

Subgroup Size 


Brief 

Long 

No Limit 

7. As an intergroup task, the same ranking form can be filled out by two separate 

subgroups, each of which tries to predict the ranking of the other subgroup. The two 

subgroups can be brought together to publish their actual rankings and sets of 

predictions. This activity gives each subgroup a “mirror image” of itself and can 

lead to more effective communication across subgroups. 

8. Participants can be asked to rank-order one another (independently) in terms of the 




the self-ranking of the items and the consensus ranking. The average influence ranks 

and the deviation scores are then correlated or compared. 

9. Sequential consensus exercises can be used, so that subgroups build on the learnings 

of the process in the first phase. New subgroups can be formed for the second round. 

One task may have “right” answers, and the other may not. Other combinations are 

possible, such as having the group create its own instrument for the second phase. 

10. The facilitator can save considerable time and confusion by handing out two copies 

of the work sheet form to each participant. The participant fills in both copies along 

with a subgroup identification number before the subgroup begins its discussion. 

Each participant hands one copy to the facilitator and keeps the other for the 

subgroup consensus discussion. While the subgroup is involved in developing a 

consensus ranking, the facilitator may find the range of individual scores and the 

average of individual scores. This works particularly well if there are several staff 

members to make the task go quickly. A chart with all the results may be shared 

with the total group. 

Submitted by John J. Sherwood. 

354 ❘❚ 


TOP PROBLEMS INDIVIDUAL WORK SHEET 

A poll was taken among a random sampling of fifty leading persons who were included 

in the International Yearbook and Statesmen’s Who’s Who. (These publications list 

leading scientists, political leaders, jurists, business executives, publishers, and leaders 

in other fields.) Each leader was asked to choose the five most urgent problems facing 

the nation and then to rank them in order of importance. 

Below is a list of the top thirteen problems facing the world according to that poll. 

Your task is to rank these problems in the same order of importance as the sample of 

fifty leading persons did. Write the number 1 by the problem that you think was ranked 

as most important problem, and so on through the number 13, which is your estimate of 

what was considered to be the item ranked as the least important of the problems. 

_______ Low productivity standards 

_______ Pollution of air and water 

_______ Overpopulation 

_______ Unemployment 

_______ Drug addiction 

_______ Disease and poor health conditions 

_______ Labor-management disputes 

_______ Crime and lack of respect for law 

_______ Racial tensions 

_______ Government reform 

_______ Inadequate housing 

_______ Inflation 

_______ Low educational standards 


TOP PROBLEMS GROUP WORK SHEET 

This is an activity in group decision-making. Your subgroup is to employ the method of 

consensus in reaching its decision. This means that the estimate of the ranking for each 

of the thirteen problems facing the world must be agreed on by each member before it 

becomes a part of the subgroup decision. Not every ranking will meet with everyone’s 

complete approval. Try, as a subgroup, to make each ranking one with which all 

members can at least partially agree. Some guides to use in reaching consensus are as 

follows: 

1. Avoid arguing for your own individual judgments. Approach the task on the 

basis of logic. 

2. Avoid changing your mind only to reach agreement and to avoid conflict. 

Support solutions with which you are able to agree somewhat. 

3. Avoid “conflict-reducing” techniques such as majority vote, averaging, or 

trading in reaching your decision. 

4. View differences of opinion as a help rather than a hindrance in decision making. 

________ Low productivity standards 

________ Pollution of air and water 

________ Overpopulation 

________ Unemployment 

________ Drug addiction 

________ Disease and poor health conditions 

________ Labor-management disputes 

________ Crime and lack of respect for law 

________ Racial tensions 

________ Government reform 

________ Inadequate housing 

________ Inflation 

________ Low educational standards 

356 ❘❚ 


❚❘ 

WHAT’S IMPORTANT ON MY JOB?: 

AN ORGANIZATION DEVELOPMENT ACTIVITY 

Goals 

■ 

■ 

To examine perceptions about sources of motivation in work situations. 

To experience decision making by group consensus. 

Group Size 

Subgroups of four to six members each. 

Time Required 

One and one-half hours. Additional facilitator time is required to conduct a preexperience 

survey and to tabulate the results. 

Materials 

■ 

■ 

■ 

■ 

■ 

■ 

A copy of the What’s Important on My Job? Decision Sheet for each participant and 

for each subgroup. 

A copy of the What’s Important on My Job? Scoring Sheet for each participant and 

for each subgroup. 

A copy of the What’s Important on My Job? Reaction Sheet for each participant. 


A copy of the What’s Important on My Job? Survey Sheet for the facilitator. 



Seating arranged in subgroups and a writing surface for each participant. 

Process 

1. Prior to the structured experience, the facilitator administers the What’s Important 

on My Job? Survey to select employees of an organization. He or she sums the ranks 

for each item and rank orders the sums from most important to least important. 

2. The facilitator begins the structured experience by dividing the participants into 

subgroups of four to six members each and introduces the activity, explaining its 

goals. Each participant is given a copy of the What’s Important on My Job? 


Decision Sheet and instructed to work individually during this phase of the 

experience. (Ten minutes.) 

3. When members have completed the individual rankings, the facilitator distributes 

one copy of the What’s Important on My Job? Decision Sheet to each subgroup and 

directs each subgroup to rank the fifteen factors by consensus. (A brief explanation 

of the decision-by-consensus process may be given if needed.) (Thirty minutes.) 

4. The facilitator calls time and distributes copies of the What’s Important on My Job? 

Scoring Sheet. He or she posts the (prepared in advance) correct ranking on 

newsprint. The facilitator reads the correct rankings, and individuals copy the 

rankings on their copies of the What’s Important on My Job? Scoring Sheet. 

Members of each subgroup are then instructed to follow the instructions on the 

scoring sheet. 

5. When scoring is completed, each subgroup reports on its best individual score, its 

subgroup-average error score, and its subgroup-consensus error score. These are 

posted on newsprint. 

6. The facilitator gives a copy of the What’s Important on My Job? Reaction Sheet to 

each participant and allows five minutes for participants to individually evaluate the 

experience. 

7. The facilitator solicits participants’ comments about their written reactions to the 

experience. He or she then leads a discussion of the experience, focusing on such 

concerns as: 

■ What types of behaviors helped the subgroup in its consensus seeking? 

■ What hindered the subgroup? 

■ How did each subgroup actually make its decisions? 

■ How did each individual’s perception of the organization’s ranking differ from 

how that person personally would have ranked the items? 

■ What were the surprises about motivating factors? 

■ What can be concluded about motivation in an organization? How does that 

match individuals’ own experience? 

Variations 

■ 

■ 

The members can rank their individual preferences before their predictions. 

If the total group is large, the survey can be taken within the training session. 

Submitted by Donald T. Simpson. 

358 ❘❚ 


WHAT’S IMPORTANT ON MY JOB? SURVEY SHEET 

Please take a moment to help us gather some information for use in a supervisorydevelopment 

program. Following are fifteen factors that most people consider to be 

important on their job. Please rank these fifteen factors in the order you consider them to 

be important to you, personally, on the job. Place a “1” by the item you consider most 

important, a “2” by the next most important, and so on to number “15"—the least 

important factor on the list. When you have completed the list, return it in the envelope 

provided. 

This information will be summarized for use in the supervisory-development 

program. The activity is completely anonymous; please do not sign your name. 

Thank you for your help. 

----------------------------------------------------------------------------------------------------------- 

Rank 

_______ 1. Company benefits 

_______ 2. Working conditions 

_______ 3. Recognition for doing a good job 

_______ 4. Having a good supervisor 

_______ 5. People I work with 

_______ 6. Adequate compensation 

_______ 7. The kind of work I do (the work itself) 

_______ 8. Having clear responsibilities 

_______ 9. Job security 

_______ 10. Opportunity for promotions 

_______ 11. A feeling of personal accomplishment 

_______ 12. Learning new tasks 

_______ 13. Freedom in doing my job 

_______ 14. A happy, friendly department 

_______ 15. Pride in doing a good job 

Please indicate the title of your immediate work group: _____________________ 


WHAT’S IMPORTANT ON MY JOB? DECISION SHEET 

A survey was conducted in which employees were asked to rank order the fifteen job 

factors listed below, in order of the importance of the factors to them, as individuals. 

Your task, first as individuals and then as a subgroup, is to rank order the fifteen job 

factors listed as you think the employees ranked them. In other words, your ranking 

should be a prediction of the sources of motivation of employees in general, not 

necessarily of your own. Place a “1” by the factor you believe they chose as most 

important, a “2” by the next most important factor, and so on, to “15”—the least 

important. 

If you change your mind in coming to a subgroup decision, do not change your 

individual ranking. Your individual and subgroup rankings will be compared with 

rankings obtained from the actual employee survey. 

My prediction My 

of employee subgroup’s Survey 

rankings prediction results 

Company benefits __________ __________ __________ 

Working conditions __________ __________ __________ 

Recognition for doing a good job __________ __________ __________ 

Having a good supervisor __________ __________ __________ 

People I work with __________ __________ __________ 

Adequate compensation __________ __________ __________ 

The kind of work I do (the work itself) __________ __________ __________ 

Having clear responsibilities __________ __________ __________ 

Job security __________ __________ __________ 

Opportunity for promotions __________ __________ __________ 

A feeling of personal accomplishment __________ __________ __________ 

Learning new tasks __________ __________ __________ 

Freedom in doing my job __________ __________ __________ 

A happy, friendly department __________ __________ __________ 

Pride in doing a good job __________ __________ __________ 

360 ❘❚ 


WHAT’S IMPORTANT ON MY JOB? SCORING SHEET 

Although this scoring form may appear formidable, it really involves only simple 

arithmetic. 

Instructions: In column (a), copy the ranking you assigned to each individual item. 

Then your subgroup calculates the average of the individuals’ rankings for each item 

and records this (round off to one decimal place) in column (b). In column (c), copy the 

ranking assigned to each item by your subgroup through consensus. The facilitator will 

call out the “correct” ranking for each item, which you will copy into column (d). Take 

the difference between columns (a) and (d), make it a positive number (+), and record it 

in column (e) for each item. The differences between columns (b) and (d) are recorded 

(all +) in column (f), and the differences between columns (c) and (d) (all +) are noted in 

column (g). Add up columns (e), (f), and (g) to obtain your error score, your subgroup’s 

average error score, and the subgroup-consensus error score. 

Item 

(a) 

Your 

Ranking 

(b) 

Average of 

Individual 

Rankings 

(c) 

Your Group- 

Consensus 

Ranking 

(d) 

Correct 

Ranking 

(e) 

(a) - (d) 

(all +) 

(f) 

(b) - (d) 

(all +) 

(g) 

(c) - (d) 

(all +) 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

Total 

Best Individual Score 

Your 

Error 

Score 

Group- 

Average 

Error 

Score 

Group- 

Consensus 

Error Score 


WHAT’S IMPORTANT ON MY JOB? REACTION SHEET 

Group Objectives 

Not understood 1 2 3 4 5 6 7 8 9 Clearly understood 

Degree of Mutual Trust 

Communications 

Level of Interaction 

Degree of Mutual Support 

Low trust 1 2 3 4 5 6 7 8 9 High trust 

Closed 1 2 3 4 5 6 7 8 9 Open 

Impersonal 1 2 3 4 5 6 7 8 9 Personal 

Independent 1 2 3 4 5 6 7 8 9 Interdependent 

Handling Conflict in the Group 

Utilizing Member Resources 

Avoided 1 2 3 4 5 6 7 8 9 Confronted 

Competencies and 

Competencies and 

expertise of members 

expertise of members 

not used by group 1 2 3 4 5 6 7 8 9 used by group 

Diagnosis of Group Problems 

Complete/maximum 

Minimal diagnosis 1 2 3 4 5 6 7 8 9 diagnosis 

Decisions 

Partial participation 1 2 3 4 5 6 7 8 9 Full participation 

362 ❘❚ 


❚❘ 

WILDERNESS SURVIVAL: 


Goals 

■ 

■ 


To explore the concept of synergy as it relates to outcomes of group decision making. 

Group Size 

Five to twelve participants. Several subgroups may be directed simultaneously in the 

same room. (Synergistic outcomes are more likely to be achieved by smaller subgroups, 


Time Required 


Materials 

■ 

■ 

■ 

■ 

■ 

A copy of the Wilderness Survival Work Sheet for each participant. 

A copy of the Wilderness Survival Group Briefing Sheet for each participant. 

A copy of the Wilderness Survival Answer Sheet for each participant. 


Newsprint and felt-tipped markers. 


A room large enough for the entire group to meet and separate rooms or areas in which 

subgroups can work without distracting one another. 

Process 

1. The facilitator briefly introduces the activity by explaining its purpose, outline, and 

origin. 

2. The facilitator distributes copies of the Wilderness Survival Work Sheet. The 

participants complete the work sheet individually. (Approximately ten minutes.) 

3. Subgroups are formed, and copies of the Wilderness Survival Group Briefing Sheet 

are distributed to all participants. 


4. After participants have read the briefing sheet silently, the facilitator briefly 

discusses its contents. 

5. Subgroups work separately on the consensus-seeking task. (Approximately thirty 

minutes.) 

6. When all subgroups have completed the task, the entire group reassembles, with the 

members of each subgroup seated together. 

7. The statistics for all subgroups are posted on a chart such as the following: 


Range of Individual Scores 

Average of Individual Scores 

Score for Group Consensus 

8. Subgroups discuss their consensus-seeking process and outcomes. The focus should 

be on behaviors that help or hinder productivity. 

9. Each participant receives a copy of the Wilderness Survival Answer and Rationale 

Sheet. The facilitator announces (and posts) the “correct” answers, and each 

participant scores his or her own work sheet. A volunteer in each subgroup scores 

the subgroup’s solution and computes the average for the individual scores within 

the subgroup. 

10. The facilitator leads a total-group discussion of the process and outcomes; he or she 

may include discussions of leadership, compromise, decision-making strategies, 

psychological climate, roles, and applications of the techniques learned. 

Variations 

■ 

■ 

■ 







answers. 







364 ❘❚ 


■ 

■ 

■ 

■ 

The facilitator can experiment with various subgroup sizes. Persons can be randomly 



















Submitted by Donald T. Simpson. 


WILDERNESS SURVIVAL WORK SHEET 

Here are twelve questions concerning personal survival in a wilderness situation. Your 

first task is individually to select the best of the three alternatives given under each item. 

Try to imagine yourself in the situation depicted. Assume that you are alone and have a 

minimum of equipment, except where specified. The season is fall. The days are warm 

and dry, but the nights are cold. 

After you have completed this task individually, you will again consider each 

question as a member of a subgroup. Your subgroup will have the task of deciding, by 

consensus, the best alternative for each question. Do not change your individual 

answers, even if you change your mind in the subgroup discussion. Both the individual 

and subgroup solutions will later be compared with the “correct” answers provided by a 

group of naturalists who conduct classes in woodland survival. 

1. You have strayed from your party in 

trackless timber. You have no special 

signaling equipment. The best way to 

attempt to contact your friends is to: 

a. call “help” loudly but in a low register. 

b. yell or scream as loud as you can. 

c. whistle loudly and shrilly. 

2. You are in “snake country.” Your best 

action to avoid snakes is to: 

a. make a lot of noise with your feet. 

b. walk softly and quietly. 

c. travel at night. 

3. You are hungry and lost in wild country. 

The best rule for determining which plants 

are safe to eat (those you do not recognize) 

is to: 

a. try anything you see the birds eat. 

b. eat anything except plants with bright 

red berries. 

c. put a bit of the plant on your lower lip 

for five minutes; if it seems all right, try 

a little. 

Your 

Answer 

Your 

Subgroup’s 

Answer 

366 ❘❚ 


4. The day becomes dry and hot. You have 

a full canteen of water (about one liter) 

with you. You should: 

a. ration it—about a cupful a day. 

b. not drink until you stop for the night, 

then drink what you think you need. 

c. drink as much as you think you need 

when you need it. 

5. Your water is gone; you become very thirsty. 

You finally come to a dried-up watercourse. 

Your best chance of finding water is to: 

a. dig anywhere in the stream bed. 

b. dig up plant and tree roots near the 

bank. 

c. dig in the stream bed at the outside 

of a bend. 

6. You decide to walk out of the wild country 

by following a series of ravines where a 

water supply is available. Night is coming 

on. The best place to make camp is: 

a. next to the water supply in the ravine. 

b. high on a ridge. 

c. midway up the slope. 

7. Your flashlight glows dimly as you are about 

to make your way back to your campsite after 

a brief foraging trip. Darkness comes quickly 

in the woods and the surroundings seem 

unfamiliar. You should: 

a. head back at once, keeping the light on, 

hoping the light will glow enough for 

you to make out landmarks. 

b. put the batteries under your armpits to 

warm them, and then replace them in the 

flashlight. 

c. shine your light for a few seconds, try to 

get the scene in mind, move out in the 

darkness, and repeat the process. 

Your 

Answer 

Your 

Subgroup’s 

Answer 


8. An early snow confines you to your small 

tent. You doze with your small stove going. 

There is danger if the flame is: 

a. yellow. 

b. blue. 

c. red. 

9. You must ford a river that has a strong current, 

large rocks, and some white water. After carefully 

selecting your crossing spot, you should: 

a. leave your boots and pack on. 

b. take your boots and pack off. 

c. take off your pack, but leave your boots on. 

10. In waist-deep water with a strong current, 

when crossing the stream, you should face: 

a. upstream. 

b. across the stream. 

c. downstream. 

11. You find yourself rimrocked; your only 

route is up. The way is mossy, slippery 

rock. You should try it: 

a. barefoot. 

b. with boots on. 

c. in stocking feet. 

12. Unarmed and unsuspecting, you surprise a large 

bear prowling around your campsite. As the 

bear rears up about ten meters from you, 

you should: 

a. run. 

b. climb the nearest tree. 

c. freeze, but be ready to back away slowly. 

Your 

Answer 

Your 

Subgroup’s 

Answer 

368 ❘❚ 


WILDERNESS SURVIVAL GROUP BRIEFING SHEET 

Decision by consensus is a method of problem solving and decision making in groups in 

which all the parties involved actively discuss the issues surrounding the decision. The 

subgroup thus pools the knowledge and experience of all its members. Any final 

decision must be supported by each member of the subgroup. The ideas and feelings of 

all the members are integrated into a subgroup decision, thus allowing several people to 

work together on a common problem, rather than producing a “we-they” stand-off. 

As you might imagine, decision by consensus is usually difficult to attain and will 

consume more time than other methods of deciding an issue. As the energies of the 

subgroup become focused on the problem at hand (rather than on defending individual 

points of view), the quality of the decision tends to be enhanced. Research indicates, in 

fact, that this approach to problem solving and decision making results in a significantly 

higher-quality decision than by implementing other methods such as the use of majority 

power (voting), minority power (persuasion), and compromise. 

In the decision-by-consensus process, each subgroup member is asked to: 

1. Prepare his or her own position as well as possible prior to meeting with the 

subgroup (but to realize that the task is incomplete and that the missing pieces 

are to be supplied by the other members of the subgroup). 

2. Recognize an obligation to express his or her own opinion and explain it fully, so 

that the rest of the subgroup has the benefit of all members’ thinking. 

3. Recognize an obligation to listen to the opinions and feelings of all other 

subgroup members and to be ready to modify one’s own position on the basis of 

logic and understanding. 

4. Avoid conflict-reducing techniques such as voting, compromising, or giving in 

to keep the peace and to realize that differences of opinion are helpful; in 

exploring differences, the best course of action will make itself apparent. 

You have just completed an individual solution to Wilderness Survival: A 

Consensus-Seeking Task. Now your subgroup will decide on a subgroup solution to the 

same dilemmas. Remember, decision by consensus is difficult to attain, and not every 

decision may meet with everyone’s unqualified approval. There should be, however, a 

general feeling of support from all members before a subgroup decision is made. Take 

the time you need to listen for understanding, consider all members’ views, make your 

own view known, and be reasonable in arriving at a subgroup decision. 


WILDERNESS SURVIVAL ANSWER SHEET 

Here are the recommended courses of action for each of the situations on the Wilderness 

Survival Work Sheet. These answers come from the comprehensive course on woodland 

survival taught by the Interpretive Service, Monroe County (New York) Parks 

Department. These responses are considered to be the best rules of thumb for most 

situations; specific situations, however, might require other courses of action. 

1. (a) Call “Help” loudly but in a low register. Low tones carry farther, especially in 

dense woodland. There is a much better chance of being heard if you call loudly 

but in a low key. “Help” is a good word to use, because it alerts your 

companions to your plight. Yelling or screaming would not only be less 

effective, but might be passed off as a bird call by your friends far away. 

2. (a) Make a lot of noise with your feet. Snakes do not like people and will usually do 

everything they can to get out of your way. Unless you surpise or corner a snake, 

there is a good chance that you will not even see one, let alone come into contact 

with it. Some snakes do feed at night, and walking softly may bring you right on 

top of a snake. 

3. (c) Put a bit of the plant on your lower lip for five minutes; if it seems all right, try a 

little. The best approach, of course, is to eat only those plants that you recognize 

as safe. But when you are in doubt and very hungry, you may use the lip test. If 

the plant is poisonous, you will get a very unpleasant sensation on your lip. Red 

berries alone do not tell you much about the plant’s edibility (unless, of course, 

you recognize the plant by the berries), and birds just do not have the same 

digestive systems we do. 

4. (c) Drink as much as you think you need when you need it. The danger here is 

dehydration, and once the process starts, your liter of water will not do much to 

reverse it. Saving or rationing will not help, especially if you are lying 

unconscious somewhere from sunstroke or dehydration. So use the water as you 

need it, and be aware of your need to find a water source as soon as possible. 

5. (c) Dig in the stream bed at the outside of a bend. This is the part of the river or 

stream that flows the fastest, is less silted, deepest, and the last part to go dry. 

6. (c) Midway up the slope. A sudden rain storm might turn the ravine into a raging 

torrent. This has happened to many campers and hikers before they had a chance 

to escape. The ridge line, on the other hand, increases your exposure to rain, 

wind, and lightning, should a storm break. The best location is on the slope. 

7. (b) Put the batteries under your armpits to warm them, and then replace them in the 

flashlight. Flashlight batteries lose much of their power, and weak batteries run 

down faster, in the cold. Warming the batteries, especially if they are already 

weak, will restore them for a while. You would normally avoid night travel, of 

course, unless you were in open country where you could use the stars for 

370 ❘❚ 


navigation. There are just too many obstacles (logs, branches, uneven ground, 

and so on) that might injure you—and a broken leg, injured eye, or twisted ankle 

would not help your plight right now. Once the sun sets, darkness falls quickly in 

wooded areas; it would usually be best to stay at your campsite. 

8. (a) Yellow. A yellow flame indicates incomplete combustion and a strong possibility 

of carbon monoxide build-up. Each year many campers are killed by carbon 

monoxide poisoning as they sleep or doze in tents, cabins, or other enclosed 

spaces. 

9. (a) Leave your boots and pack on. Errors in fording rivers are a major cause of fatal 

accidents. Sharp rocks or uneven footing demand that you keep your boots on. If 

your pack is fairly well balanced, wearing it will provide you the most stability 

in the swift current. A waterproof, zippered backpack will usually float, even 

when loaded with normal camping gear; if you step off into a hole or deep spot, 

the pack could become a lifesaver. 

10. (b) Across the stream. Errors in facing the wrong way in fording a stream are the 

cause of many drownings. Facing upstream is the worst alternative; the current 

could push you back and your pack would provide the unbalance to pull you 

over. You have the best stability facing across the stream, keeping your eye on 

the exit point on the opposite bank. 

11. (c) In stocking feet. Here you can pick your route to some degree, and you can feel 

where you are stepping. Normal hiking boots become slippery, and going 

barefooted offers your feet no protection at all. 

12. (c) Freeze, but be ready to back away slowly. Sudden movement will probably 

startle the bear a lot more than your presence. If the bear is seeking some of your 

food, do not argue; let the bear forage and be gone. Otherwise, back very slowly 

toward some refuge (trees, rock outcrop, etc.). 


❚❘ 

ADMISSIONS COMMITTEE: 

A CONSENSUS-SEEKING ACTIVITY 

Goals 

■ 

■ 

■ 

To compare decisions made by individuals with those made by groups. 

To teach effective consensus-seeking techniques. 

To teach the concept of synergy. 

Group Size 

Subgroups of five to seven. 

Time Required 

Approximately one and one-half to two hours. 

Materials 

■ 

■ 

■ 

■ 

■ 

A copy of the Admissions Committee Fact Sheet for each participant. 

A copy of the set of Admissions Committee Applicant Profile Sheets I-VIII for each 

participant. 

A copy of the Admissions Committee Decision Work Sheet for each participant. 


Newsprint, masking tape, and a felt-tipped marker for the facilitator. 


A room that will accommodate a table for each subgroup to work at without distraction. 

Process 

1. The facilitator distributes to each participant a copy of the Admissions Committee 

Fact Sheet, a set of Admissions Committee Applicant Profile Sheets I-VIII, an 

Admissions Committee Decision Work Sheet, and a pencil. 

2. Participants are asked to read the fact sheet and each applicant profile and to rank 

order the eight applicants on the work sheet according to their potentials for good 

academic performance in a program of graduate business study. Participants are to 

enter their rankings in column 1. (Thirty minutes.) 

372 ❘❚ 


3. The facilitator divides participants into subgroups of five to seven members, each 

subgroup constituting an admissions committee, and gives them the following 

instructions for reaching consensus: 

■ Avoid arguing for your individual judgments. Approach the task on the basis of 

logic. 

■ Avoid changing your mind simply to reach agreement and to avoid conflict, but 

support solutions with which you are able to agree somewhat. 

■ Avoid conflict-reducing techniques such as majority vote, averaging, or trading in 

reaching your decision. 

■ View differences of opinion as a help rather than a hindrance in decision making. 

The facilitator then asks the groups to derive a consensus ranking to be entered in 

column 2 on the Admissions Committee Decision Work Sheet. (Forty-five minutes.) 

4. The facilitator posts on newsprint the actual performance ranking of each applicant 

at the completion of his or her graduate program: 1 

■ Sam Dameon 

■ Tina Miller 

■ Richard Morris 

■ Jamie Lorain 

■ Anne Wa-Wen Chek 

■ Larry Hutch 

■ Edward Jakes 

■ Frances Green 

Participants are instructed to enter this ranking in column 3 on the Admissions 

Committee Decision Work Sheet. 

5. Participants complete columns 4 and 5 on the work sheet. Column 4 provides an 

indication of the individual participant’s “correctness,” and column 5 provides an 

equivalent measure of each group’s performance. 

6. The facilitator posts total scores for each subgroup, including an average of 

individual scores and the committee score. 

7. The facilitator leads a discussion of the activity, focusing on: 

■ The consensus process within each subgroup: assets and difficulties, whether the 

rules were followed, and the dynamics behind the posted scores. 

1 

Applicant profiles are based on actual case histories. Actual performance rankings were derived from the students’ grade-point 

averages (GPA’s) at the conclusion of their two-year programs of study. 


■ 

■ 

Ways in which performance could be improved in future consensus-seeking 

activities. 

Work situations to which the principles of achieving consensus could be applied. 

Variations 

■ The facilitator could experiment with various subgroup sizes. Participants can be 


can be asked to rate their satisfaction with the outcomes before the scoring is begun. 

Subgroups’ average satisfaction ratings can be compared and discussed in relation to 

other statistical outcomes. 

■ Time limits can be varied. For example, one subgroup can be given twenty minutes, 

another thirty minutes, and another unlimited time. 

■ Participants in each subgroup can be asked to rank order one another (independently) 

in terms of the amount of influence each had on the consensus-seeking outcome. Then 

each participant computes a score based on the differences between his or her ranking 

of the applicants and the consensus ranking. Influence rankings and deviation scores 

can then be compared, noting the effects of individual influence and “expertise” on 

the subgroup outcome. 

Submitted by William J. Heisler. 

374 ❘❚ 


The Situation 

ADMISSIONS COMMITTEE FACT SHEET 

You are a faculty member of Central Business School. In addition to your teaching 

responsibilities, you are a member of the Admissions Committee, which screens 

applicants for admission to the M.B.A. (Master of Business Administration) program. It 

is the committee’s function to review each application for admission and decide whether 

to admit or reject the applicant and whether to extend an offer of financial aid. The 

committee meets every other Friday to review applications received during the interim 

two weeks and to rank the applicants on the basis of potential for success in Central’s 

graduate program. It is your policy to review applicant profiles before each meeting and 

arrive at your own ranking of applicants. 

Applicant profiles, prepared and distributed to each committee member, provide 

information concerning the applicant’s undergraduate grade-point average (A=4.0; 

B=3.0; C=2.0, D=1.0), Graduate Management Admissions Test (GMAT) scores, records 

of extracurricular activity, work experience, recommendations, and general personal 

data. 

Central Business School 

Central Business School, located on the campus of a small university, has a relatively 

new M.B.A. program. Although its present reputation is regionally based, its long-range 

goal is to become a nationally prominent business school. Pressures for academic 

achievement appear to be moderate but can be expected to increase. Approximately 40 

percent of all applicants are accepted, with 60 to 70 percent of those accepted ultimately 

enrolling at Central. Approximately 75 percent of the faculty members have doctoral 

degrees, most earned at major universities. The student-faculty ratio is about 12:1. 

Central’s admissions policy reflects a desire to develop a quality student body with a 

diversity of interests and backgrounds. Maturity and motivation are judged to be as 

important as intellectual ability. 

Specific Directions 

Step 1. During the last two weeks, you have received eight applicant profiles. 

Tomorrow the Admissions Committee will consider the applications. As is your policy, 

you wish to make your own decisions before the meeting. You will have a total of thirty 

minutes to rank these applicants on the basis of their relative potential for success in 

Central’s graduate program. Make these decisions now. Record your individual 

decisions in column 1 on the Admissions Committee Decision Work Sheet. When you 

finish, wait for the facilitator’s instructions to proceed. 

Step 2. It is now Friday. You are to meet with the other members of the Admissions 

Committee and decide by consensus on a ranking for each applicant. You will have 

forty-five minutes to reach consensus. Record the committee’s decisions in column 2 on 

the Admissions Committee Decision Work Sheet. 


Sam Dameon 

ADMISSIONS COMMITTEE APPLICANT PROFILE SHEET I 

Sam is a graduate of a small, private, church-affiliated institution; majored in 

psychology and received a B.S. degree two years ago. 

Educational Record: Cumulative C.P.A.: 2.3 

G.P.A. last two years: 2.5 

Rank in class: 340/551 

GMAT scores: 

total 

487 (55 percentile) 

verbal 32 (70 percentile) 

quantitative 


Best subject: 

psychology 

Major Activities: 

Work Experience: 

Recommendations: 

Social fraternity (social chairman); R.O.T.C.; 

Interfraternity Council 

First Lieutenant (U.S. Army); summer work as 

construction laborer, salesperson; part-time 

employment as laborer, research assistant, sandwich 

sales business operator 

None provided 

Personal Data: Age: 23 

Marital status: married 

Citizen: yes 

Military service: yes 

Father’s occupation: certified public accountant 

Mother’s occupation: newspaper editor 

Hobbies: fishing, golf, painting 

Additional Information: 

None 

376 ❘❚ 


Frances Green 

ADMISSIONS COMMITTEE APPLICANT PROFILE SHEET II 

Frances attended a small, church-affiliated school for two years before transferring to a 

large metropolitan university. Frances will receive a B.S. degree this year with a major 

in accounting. 

Educational Record: Cumulative G.P.A.: 2.2 


Rank in class: 

not available 

GMAT scores: 

total 


verbal 32 (70 percentile) 

quantitative 


Best subjects: 

banking, finance 




Social fraternity (president); Accounting Club 

(treasurer) 

Summer employment at textile plant and as 

junior auditor 

Two excellent; one average 


Marital status: single 

Citizen: yes 

Military service: no 

Father’s occupation: accountant 

Mother’s occupation: legal secretary 

Hobbies: flying, stamp collecting, soccer, 

reading 


None 


Larry Hutch 

ADMISSIONS COMMITTEE APPLICANT PROFILE SHEET III 

Larry attended a medium-sized, church-affiliated school, majored in psychology and 

biology, and will receive a B.A. degree this year. 




not available 

GMAT scores: 

total 


verbal 


quantitative 


Best subject: 

biology 




Student productions (producer); theater 

(publicity manager) 

Summer work on a farm, in a hospital, and as a 

student laborer 

One good; one average 



Citizen: yes 


Father’s occupation: farmer 

Mother’s occupation: roadside produce business 

Hobbies: skiing, canoeing 


None 

378 ❘❚ 


Edward Jakes 

ADMISSIONS COMMITTEE APPLICANT PROFILE SHEET IV 

Ed, a graduate of a medium-sized school that serves predominantly minority cultures, 

majored in political science and received a B.A. degree two years ago. 




GMAT scores: 

total 


verbal 


quantitative 


Best subject: 

politics 




Student Government Association (attorney 

general);various student committees; Political 

Science Club 

Full-time work as an insurance salesperson; 

part-time employment as a sales clerk, 

restaurant worker, and legislative assistant for 

the General Assembly 

Two good 



Citizen: yes 


Father’s occupation: deceased 

Mother’s occupation: teacher of government 

Hobbies: reading 


None 


Jamie Lorain 

ADMISSIONS COMMITTEE APPLICANT PROFILE SHEET V 

Jamie is a graduate of a very small, private, church-affiliated college, where she majored 

in economics. She will receive a B.A. degree this year. 




not available 

GMAT scores: 

total 


verbal 


quantitative 



economics, business 




Student Government Association (chairperson 

of a committee); intramural sports 

Summer employment for a construction firm 

and management intern for a large corporation 

Two good 



Citizen: yes 


Father’s occupation: doctor 

Mother’s occupation: volunteer work, homemaker 

Hobbies: sports 


None 

380 ❘❚ 


Tina Miller 

ADMISSIONS COMMITTEE APPLICANT PROFILE SHEET VI 

Tina is a graduate of a large college, where she majored in electrical engineering and 

received a B.S.E.E. one year ago. She is presently in the Army. 




GMAT scores: 

total 


verbal 


quantitative 



electronics, physics 




R.O.T.C. (adjutant); Student Government 

Association (senator); Honor Court (associate 

justice) 

Second Lieutenant (U.S. Army); store worker 

(summer) 

One excellent; one good 



Citizen: yes 

Military service: yes 

Father’s occupation: research chemist 

Mother’s occupation: program director for local 

TV station 

Hobbies: reading; ham radio 


Granted full fellowship by Army 


Richard Morris 

ADMISSIONS COMMITTEE APPLICANT PROFILE SHEET VII 

Richard, a graduate of a very small school that serves predominantly minority cultures, 

majored in business administration and received a B.A. degree one year ago. 




GMAT scores: 

total 


verbal 


quantitative 



business, economics 




Student Government Association (director of 

financial affairs); class government (president); 

Business Club (president) 

Accountant (full time); management intern 

(summer) 

None provided 


Marital status: married 

Citizen: yes 


Father’s occupation: auto mechanic 

Mother’s occupation: nurse 

Hobbies: reading, listening to jazz 


None 

382 ❘❚ 


ADMISSIONS COMMITTEE APPLICANT PROFILE SHEET VIII 

Anne Wa-Wen Chek 

Anne, a graduate of Cheng-Kung University, Republic of China, with a major in 

mathematics, received a B.A. degree two years ago. 

Educational Record: Cumulative G.P.A.: B (approximate) 

G.P.A. last two years: B + (approximate) 


not available 

GMAT scores: 

total 


verbal 


quantitative 


Best subject: 

business 

Test of English as a 

Foreign Language 

(TOEFL): 

578 (national TOEFL average 

about 500) 




Catholic Student Organization; swimming team; 

basketball team 

Assistant to professors (part time) 

Two good 



Citizen: no 


Father’s occupation: school teacher 

Mother’s occupation: homemaker 

Hobbies: reading, travel, camping, sports 


None 


ADMISSIONS COMMITTEE DECISION WORK SHEET 

Applicant 

(1) 

Personal 

Ranking 

(2) 

Committee 

Ranking 

(3) 

Actual 

Performance 

Ranking 

(4) 

Difference 

Between (1) 

and (3) 

(5) 

Difference 

Between (2) 

and (3) 

Sam Dameon 

Frances Green 

Larry Hutch 

Edward Jakes 

Jamie Lorain 

Tina Miller 

Richard Morris 

Anne Wa-Wen 

Chek 

Individual 

Score 

Committee 

Scores 

*Total Scores 

*The total score for each column is the sum of the differences between the “correct” rank for each applicant and the rank attributed. 

(All differences are to be considered positive, regardless of their signs.) The lower the score, the better. 

384 ❘❚ 


❚❘ 

HUNG JURY: A DECISION-MAKING SIMULATION 

Goal 

To study decision-making processes. 

Group Size 

Subgroups of five to twelve participants each. 

Time Required 


Materials 

■ 

■ 

■ 

Hung Jury Case Packets A and B for each participant: (A) State of California vs. 

Ralph B. Anderson, and (B) State of California vs. Leonard A. Walsh. 

Copies of Hung Jury Verdict Sheets (A and B) for each participant. 



A large room in which subgroups can be seated around tables. These tables should be 

located in such a way that subgroups cannot overhear one another. 

Process 

1. The facilitator explains to the participants that they will engage in a decision-making 

experience that simulates a jury at work on criminal cases. 

2. The participants are asked to form subgroups of five to twelve participants each and 

take seats at the tables around the room. 

3. The facilitator distributes copies of the Hung Jury Case Packet A and a supply of 

pencils and paper to each subgroup, explaining that subgroup members will function 

as a jury that will have thirty minutes in which to reach a decision of guilty or not 

guilty. They may vote as many times as they wish, but they must come up with a 

final vote count at the end of the time limit. If they are unable to reach a unanimous 

decision, they must submit the last vote taken before the session ends. The facilitator 

adds that they may elect a foreman if they wish, but this must be done by majority 

vote. 


4. The facilitator tells the juries when to begin and does not interrupt the session once it 

has begun except to announce the time in ten-minute intervals. 

5. When the first session is finished, the facilitator indicates that juries are to discuss 

the processes that emerged during the decision making. Afterwards, participants are 

given copies of the Hung Jury Verdict Sheet A. 

6. The facilitator distributes copies of the Hung Jury Case Packet B and begins the 

timing again. 

7. When the second session is finished, subgroups discuss the decision-making 

processes that they experienced during the two cases. Any differences in the two 

experiences are isolated and discussed. 

8. The facilitator leads the entire group in a discussion of the various processes that 

emerged in reaching the verdicts, such as consensus-seeking pressure by group 

leaders and the various roles that participants played. 

Additional Note 

These cases were presented to one of the district attorneys in Pomona, California, USA, 

in order to determine whether there was enough evidence to support the stated decisions. 

After reviewing both cases, the attorney decided the decisions would be supported in a 

United States court of law. 

Variations 

■ 

■ 

■ 

■ 

If time is limited, only one case can be used. The session can also be split in the 

middle to form two one-hour periods. 

An intergroup competition can be established, with winning based on scoring the final 

votes as follows: 

+ 10 points for each correct vote; 

– 15 points for each incorrect vote; 

– 15 points for each abstention. 

Each group computes its net score. 

New groups can be formed for the second case. 

The activity can be used as a diagnostic activity for an ongoing group such as a 

committee or team. 

Submitted by Stephen C. Iman, Blake D. Jones, and A. Steven Crown. 

386 ❘❚ 


HUNG JURY CASE PACKET A 

State of California vs. Ralph B. Anderson 

Item 1. Instructions to the Jury 

On May 24, 1989, Ralph B. Anderson was brought to court and tried for the murder of 

Stanley M. Walker. You are the jury involved in this case and it is your job, based on the 

information provided, to determine whether Mr. Anderson is guilty or not guilty. Submit 

your decision to the bailiff once a decision has been reached. If no unanimous decision 

can be reached, submit the results of the last vote taken before the end of the session. 

Item 2. Coroner’s Report: 5/14/89 

Deceased: 

Stanley Martin Walker 

987 East Elm Ave. (Cyprus Apts.) 

Apartment 1B 

Colby, California, USA 

Age: 42 

Height: 

5'11" 

Weight: 175 

Race: 

Caucasian 

Hair: 

Black 

Eyes: 

Brown 

Occupation: C.P.A. of First United Bank, Colby Branch. 

Cause of Death: The deceased was shot by a .32 caliber pistol in the head 

and in the shoulder. 

Time of Death: Between 1:10-1:15 AM. 

Location: 

987 East Elm Ave., Apt. 1B, Colby, California. 

Remarks: 

Victim was dead on arrival at Imperial Valley Hospital. 

Autopsy revealed two slugs from a .32 caliber pistol, one 

lodged in the brain and one lodged below the left clavicle. 

No other internal or external injuries were noted. 

___________________________ 

/S/ William H. Stone, Coroner 


Item 3. Summary of Testimony by: 

Mr. John R. Adams 


Apartment 1A 


Mr. Adams, 47, manager of the Canfield Department Store, testified that at 

approximately ten minutes after one in the morning on May 14, 1989, while he was 

getting into bed, he was disturbed by what he thought were firecrackers. He said that the 

neighborhood kids were constantly setting them off and that it was about time for him to 

put an end to it. He turned on the light, got out of bed, and went to the window. Looking 

out of the window, he saw some kids across the street in an alley. He went back to his 

closet, put on a robe, and went out the door. As he was going out the door of his ground 

floor apartment, he saw a man dressed in a blue business suit run from his neighbor’s 

apartment down the hall and quickly turn the corner, heading in the direction of the 

parking lot. Although confused and startled by what had transpired, he noticed that his 

neighbor’s door had been left wide open. On entering the room, he found the body of his 

neighbor, Stanley Walker, on the living room floor, apparently shot in the head. Mr. 

Adams then stated that he heard the screech of tires and rushed to the window just in 

time to see a red convertible tear down the street. When asked how he was sure that it 

was a red convertible, Mr. Adams explained that the street was adequately lit at the time. 

(This fact was confirmed by subsequent investigation.) Mr. Adams said he returned to 

the room and called the police, who arrived minutes later. Mr. Adams claimed that he 

had gotten a good look at the apparent murderer and could identify him if he saw him 

again. 


Mr. Stuart J. Mills 

1786 Park Ave. 

Newberry, California, USA 

Mr. Mills, 68, security guard of Cyprus Apts., stated that while he was patrolling the 

grounds at around 1:15 AM on May 14, he saw a man wearing a business suit run 

toward the parking lot, jump into a red convertible, and then drive away at an excessive 

speed. Mr. Mills said that he was unable to catch a glimpse of the man’s face or see the 

license plate of the vehicle. Further questioning provided no additional information. 

388 ❘❚ 



Officer Lee Mann 

6734 College Street 


Officer Mann, 38, police officer of the Colby Police Dept., testified that at 1:20 AM on 

the morning of May 14, while writing out a speeding ticket for Mr. Ralph Anderson, an 

all-points bulletin (APB) came over the radio for any man wearing a business suit 

driving a red convertible in or near the 900 block of Colby. Because Mr. Anderson’s car 

was a red convertible, and he was wearing a dark business suit and found driving in the 

vicinity, Officer Mann requested Mr. Anderson appear at the Police Station for some 

routine questioning. Mr. Anderson agreed to do so. 


Mr. Ralph B. Anderson (Defendant) 

1933 Hawthorne Lane 

Imperial, California, USA 

(After arriving at the police station and being informed of his rights, Mr. Anderson 

waived the right of the presence of an attorney and offered to answer any questions.) 

Mr. Anderson, 37, City Councilman of Imperial, stated that he was guilty of 

speeding when the officer stopped him. When asked what he was doing in that 

neighborhood at that hour of night, he said that he had just arrived from a meeting in 

Redwood City at the Baxter Building, 234 Harrington Street, in which he and other town 

officials were discussing urban problems. (This information was confirmed by a call to 

some of the individuals who attended this meeting.) He said that the meeting broke up at 

about 11:30 PM and he decided to visit some friends who lived in San Bristo on his way 

home. Once he arrived at their residence at 2324 Orange Ave., he found them not at 

home and therefore decided to continue to his house to work on some important papers. 

Mr. Anderson was then informed that a Mr. Walker had been murdered in his 

(Walker’s) residence and that a man of Anderson’s description was seen leaving the 

scene of the crime driving a red convertible. When Mr. Anderson was asked if he had 

ever had contact with or known the victim, he stated, “I don’t know what the hell this is 

all about. I hope you realize who you’re talking to and that I have some very influential 

friends in the Police Department. This is an outrage! I’ve never met this Mr. Walker nor 

have I been anywhere near his apartment. It’s too bad that this guy was shot but you 

can’t hang anything on me. All you’ve got is circumstantial evidence. There are a lot of 

red convertibles in this valley; the Department of Motor Vehicles can probably verify 

this. I refuse to be interrogated like this until I call my attorney.” 


Item 7. Police Report 

Filed by: Sergeant Patterson and Officer Grant 

Date: May 14, 1989 

Time: 2:45 AM 

RE: Based on the information supplied by Mr. John R. Adams, 987 East Elm Ave., Apt. 

1A, Colby, California, the residence of Mr. Stanley M. Walker was then inspected 

for possible clues or evidence relating to the murder. After a thorough investigation 

the following items were found: 

1. Two glasses of Scotch and soda were found on the coffee table in the living 

room. One glass had the fingerprints of the deceased, the second glass showed 

signs of having been wiped clean. 

2. Three recently burned Camel cigarettes were found in an ashtray on the coffee 

table. (Mr. Walker was known not to have smoked.) 

3. The alleged murder weapon, a .32 caliber pistol, was found behind a chair in the 

living room with no fingerprints. 

4. The radio was found on when the police arrived. 

5. An envelope was found in the top dresser drawer of the deceased’s bedroom. 

Contents: $2000.00 in small bills. 

6. Deceased was shot in the head and shoulder and was found dead on arrival 

(DOA). 

7. There was no sign of a struggle anywhere in the apartment. 

Witnesses: 

Mr. John R. Adams—neighbor 


Apt. 1A 

Colby, California 

Mr. Stuart J. Mills—security guard, Cyprus Apts. 

1786 Park Ave. 

Newberry, California 

390 ❘❚ 



Filed by: Lieutenant Masterson 

Date: May 14, 1989 

Time: 2:30 AM 

RE: Mr. John R. Adams and Mr. Stuart J. Mills were brought down to Police 

Headquarters for possible identification of the alleged murderer. In separate 

sessions, both witnesses identified Mr. Ralph Anderson from a line-up as the man 

they saw run from the crime. Mr. Adams was willing to sign an affidavit to this 

effect; however, Mr. Mills was not sure whether Mr. Anderson was the man he saw. 

Mills stated that Anderson looked similar to the man in question. 

Other: Mr. Ralph Anderson smoked Camel cigarettes. 

Item 9. Description of Defendant 

Name: 

Anderson, Ralph Benjamin 

Address: 

1933 Hawthorne Lane, Imperial, California, USA 

Sex: 

Male 

Eyes: 

Brown 

Hair: 

Brown 

Race: 

Caucasian 

Birthdate: 2/15/52 

Height: 

6'1" 

Weight: 184 

Marital Status: Single 

Social Security: 665-34-8573 

Occupation: City Councilman of Imperial 


Item 10. Mileage Distances 

392 ❘❚ 


HUNG JURY VERDICT SHEET A 

Case: State of California vs. Ralph B. Anderson 

Verdict: GUILTY 

The defendant, Ralph Anderson, is found guilty for the following reasons: 

1. The fact that he was wearing a blue business suit and was caught driving a red 

convertible in the vicinity of the crime shortly after the murder might be considered 

circumstantial; however, if he is the murderer this fact would not be circumstantial. 

2. There was one eye-witness, Mr. Adams, who was willing to sign an affidavit stating 

that he saw Mr. Anderson coming out of his neighbor’s apartment. 

3. The evidence that makes Anderson truly guilty is that he knew too much about the 

crime in his testimony. The fact that he denied ever knowing Mr. Walker but knew 

that he lived in an apartment demonstrates some knowledge of the victim. Finally, 

Anderson was only informed that Mr. Walker had been murdered, but he knew that 

the victim had been shot, demonstrating that he knew how the victim had been 

murdered. 

4. Blackmail is the motive indicated. Mr. Walker was an accountant at a bank and thus 

had access to the books. Mr. Anderson kept a separate account in Colby where he 

was unknown, and Walker had knowledge of Mr. Anderson’s under-the-table 

dealings. Because Anderson was a politician, he might have done anything to keep 

his record clean. 


HUNG JURY CASE PACKET B 

State of California vs. Leonard A. Walsh 

Item 1. Instructions to the Jury 

On June 1, 1989, Leonard Walsh was brought to court and tried for the hit and run death 

of Susan Moore. You are the jury involved in this case and it is your job, based on the 

information provided, to determine whether Mr. Walsh is guilty or not guilty. Submit 

your decision to the bailiff once a decision has been reached. If no unanimous decision 

can be reached, submit the results of the last vote taken before the end of the session. 

Item 2. Coroner’s Report: 5/11/89 

Deceased: 

Susan D. Moore 

1507 Oak Street 

San Bravura, California, USA 

Age: 23 

Height: 

5'3" 

Weight: 112 

Race: 

Caucasian 

Hair: 

Blonde 

Eyes: 

Blue 

Cause: 

The deceased was struck by an automobile. 

Time: 

Approximately 6:20-6:30 PM. 

Location: 

600 Block, 18th Avenue. 

Remarks: 

Victim was dead on arrival at San Bravura Hospital. The 

victim’s 

body exhibited signs of multiple fractures and abrasions, and 

severe internal injuries. 

___________________________ 

/S/ Albert A. Simpson, Coroner 

394 ❘❚ 



Mrs. Wilma Ferguson 

1308 Edwards Street 


Mrs. Ferguson, 38, housewife, testified that as she came out of the grocery store at 725 

18th Avenue shortly after 6:00 PM that evening, she heard a “screech of tires” and saw 

the victim, Susan Moore, collapse on impact with the automobile. At this point she 

dispatched a box boy to summon an ambulance and the police. Mrs. Ferguson then 

rushed to aid the victim. She remained with the victim until the ambulance arrived, at 

which point she was questioned by police. Mrs. Ferguson identified the vehicle as a 

white BMW. As a result of being approximately one-half block away, Mrs. Ferguson 

said she could not make out the license number of the vehicle. However, she testified 

that she was sure the vehicle had a white California license plate. When asked about the 

nature of the individual operating the alleged white BMW, Mrs. Ferguson stated 

positively that it was a man. She concluded her testimony by saying the vehicle drove 

off at a high rate of speed and turned south (right) on Harper Street. 


Mr. Barney J. Schaffer 

806 Royal Street 


Mr. Schaffer, co-owner and operator of Barney & Al’s Service Station at the corner of 

Royal and 18th, stated he completed the work on Mr. Walsh’s vehicle and turned it over 

to him a little after 6:00 PM on May 11, 1989. Mr. Schaffer testified that he could not 

recall seeing a dent in the front fender of Mr. Walsh’s vehicle. When allowed to see the 

impounded vehicle, Mr. Schaffer said he was absolutely sure the dent had not been there 

during the time he worked on the vehicle. Mr. Schaffer was certain that Mr. Walsh 

proceeded east on 18th Street. 



Mr. John L. Richards 

1888 Harper Street 


Mr. Richards, 51, pharmacist, testified that he was walking home from work (Kelley’s 

Drug Store, 1765 King Street), along the 600 block of 18th, when the accident occurred. 

Although his vision was partially obscured by the parked cars, he was able to see the 

victim struck. When called on by the police to help identify the vehicle involved, he 

noted it was a white BMW. He testified that he told police that the license number of the 

vehicle was 4_ _ _IB. Mr. Richards said he could not positively ascertain what the other 

numbers or letters were. However, he thought that the license was made up of a 

combination of three numbers followed by three letters. Mr. Richards substantiated the 

testimony given by Mrs. Ferguson in that it was a man driving; he also added that he 

believed the man was Caucasian. When asked how he was able to take in all this 

information from the sidewalk, Mr. Richards revealed that he had dashed into the street 

on seeing the victim struck. The defense sought to discredit Mr. Richards’ testimony by 

pointing out that he wears glasses. However, a test of Mr. Richards’ vision revealed a 

20/20 score with glasses. Mr. Richards concluded his testimony by agreeing with Mrs. 

Ferguson that the car turned south (right) on Harper Street. 


Mr. Leonard A. Walsh (Defendant) 

1185 13th Avenue 


The defendant, 33, Leonard A. Walsh, an architect, testified that he picked up his 

automobile, a 1984 white BMW, at Barney & Al’s Service Station shortly after 6:00 

PM, May 11, 1989. It was in for a lube job and oil change. He stated that he had ridden 

to and from work via public transportation. Mr. Walsh testified that he went directly 

home on receipt of the keys from Mr. Schaffer, except for a brief stop for dinner. When 

asked about the dent in the right fender of his car, Mr. Walsh explained that it was due 

to a bag of fertilizer falling off a shelf, which he had hit while parking in his garage that 

evening. (Two 50-pound bags of fertilizer were found in Walsh’s garage. One bag was 

open and in the corner of the garage, and the other bag was still on a shelf.) 

396 ❘❚ 



Filed by: Officers Roarke and Stevens 

Date: May 11, 1989 

Time: 11:30 PM 

RE: Based on information supplied by two witnesses: Mrs. Wilma Ferguson, 1308 

Edwards Street; and Mr. John Richards, 1888 Harper Street; and through the use 

of the computer crime lab, we were able to determine and locate the owner of the 

alleged hit-and-run vehicle, a Mr. Leonard Walsh, 1185 13th Avenue. The 

computer was programmed to isolate the number of registered BMWs in the 

State of California and provide a breakdown as to model, color, year, license 

number, and owner. Of the 18,567 BMWs in the state, 1271 are white, and only 

one of them bears the license combination 

4_ _ _IB. This vehicle belongs to the above mentioned suspect. With this 

information we were dispatched to locate Mr. Walsh, whom we found in his 

driveway washing his white BMW. On inspection of the exterior of the vehicle, 

we noted a dent in the front hood and grill. We informed the suspect of the hitand-run 

accident and notified him of his rights. He consequently requested the 

presence of an attorney before he would consider answering any questions. 

Other: A Department of Motor Vehicles check on Mr. Walsh’s driving record revealed 

that he had been issued three citations in the past six months. The first one, 

issued 11/17/88, was for speeding; the subject was cited for doing 40 mph in a 

25-mph zone. The second violation occurred 1/22/89; the subject was cited for 

doing 65 mph in a 40-mph zone. The third citation was given to Mr. Walsh on 

3/18/89; he was charged with driving under the influence of alcohol. The subject 

hired a lawyer and succeeded in getting the sentence reduced to negligent 

driving. The judge, however, saw fit to place Mr. Walsh on probation for a year. 

Any citation would result in the loss of all driving privileges. 

Name: 

Address: 

Sex: 

Eyes: 

Hair: 

Walsh, Leonard Allan 


San Bravura, California, 

USA 

Male 

Blue 

Brown 

Race: Caucasian 

Birthdate: 1/21/56 

Height: 5'11" 

Weight: 173 

Marital Status: Single 

Social Security: 534-78-6995 

Occupation: Architect 


Item 8. Department of Motor Vehicles Report 

(on impoundment) May 11, 1989 

Type: 

BMW 

Year: 1984 

Model: 

2002, manual transmission 

Color: 

White 

License Number: 416QIB 

Registered Owner: Leonard A. Walsh 


San Bravura, California 

Condition of Vehicle: 

Mileage: 64,874 

Body: 

dent in right front hood and fender, paint flaking off on doors, 

dent in left rear fender. 

Tires: 

worn, bald 

Brakes: 

worn, in need of repair. 

Engine: good condition, rebuilt at 58,506 

Transmission: good condition 

Lubrication: last oil change, 64,873 

Exhaust System: poor condition, anti-smog device nonfunctional 

Other: 

Front windshield cracked on driver’s side (approximately six 

inches), two hubcaps missing 

398 ❘❚ 


Item 9. Map of San Bravura 


HUNG JURY VERDICT SHEET B 

Case: City of San Bravura vs. Leonard A. Walsh 

Verdict: NOT GUILTY 

The defendant, Leonard A. Walsh, is found not guilty for the following reasons: 

1. The fact that his odometer registered less mileage than was necessary in order to 

have been involved in the accident and return via the shortest route to his house 

constitutes reasonable doubt. 

2. The fact that Mr. Walsh’s testimony supported the objectivity of his odometer 

reading further substantiates the claim for reasonable doubt. 

3. The evidence of the license plate number was limited to include only vehicles in the 

State of California; however, several other states also have the same color format. 

4. Finally, the evidence of the positive recognition of the numbers and letters also 

reinforces the concept of reasonable doubt, for if one looks at the numbers and 

letters recognized by Mr. Richards, there is a definite possibility that at a quick 

glance the supposed letters could have been numbers, thus making the license plate 

from another state. 

400 ❘❚ 


❚❘ 

PYRAMIDS: A CONSENSUS EXPERIENCE 

Goals 

■ 

■ 

■ 

To study the consensus process within an organizational hierarchy. 

To allow participants to define organizational concepts individually and through an 

organizational process of small-group pyramiding. 

To explore the dynamics of influence and power within groups and organizations. 

Group Size 

Twenty or more participants. Ideally, the group size should be divisible by four. 

Time Required 


Materials 

■ 

■ 

■ 

Two sets of the following for each participant: paper cut into 2 3/ 4" x 8 1 / 2" strips (four 

strips from an 8 1 / 2" x 11" sheet). 

A pencil and paper for each participant. 

Masking tape. 


A large room with chairs and writing surfaces and adequate wall space to display a 

pyramid-shaped organizational chart. 

Process 

Note: The facilitator may wish to study the effect of the pyramiding of groups before the 

experience. There are several ways to pyramid, and he or she should establish the mixes 

and types to be used. It is strongly suggested that the plan be diagramed. 

1. The facilitator gives a brief lecturette on organizational structure and the 

interrelations between various levels. He or she tells participants that the pyramidal 

structure will be explored through definitions of a concept that is relevant to the 

group, e.g., management, power, cohesion, etc. 

2. Participants are given paper and pencils and are instructed to write their own 

definitions of the concept chosen. They are then given paper strips and told to copy 

their definitions on the top strip. (Five minutes.) 


3. Each participant gives his or her definition to the facilitator, who fastens the strips to 

the wall to represent the lowest level of the pyramidal organizational chart. 

4. The facilitator then instructs the participants to form pairs and, by consensus, to 

derive a definition of the concept from their original individual definitions. (Five 

minutes.) 

5. The consensus definition for each pair is written on the second strip of paper and 

then handed to the facilitator, who posts the strips on the wall as the second level of 

the organizational structure. (If there are twelve individual definitions on the lower 

level, there will be six in the second level of the organizational chart.) 

6. The participants then form subgroups of four and reach a consensus on a definition 

of the concept derived from their two previous consensus definitions. They proceed 

as before, writing their definitions on strips of paper. (Ten minutes.) 

7. The process continues by increasing the size of the subgroups until the entire group 

reaches a consensus on a final definition. As the subgroups enlarge, there are several 

ways to approach the problem. The members can appoint reporters for the larger 

subgroups or they can try to reach a consensus as individuals. Time and the amount 

of data desired should be the factors considered. The lower the structuring, the more 

data will be collected. Once the subgroups have reached a consensus, they hand the 

facilitator their decisions to be placed in the highest position on the chart. 

8. The facilitator elicits the reactions of participants and leads a discussion of the 

experience. The discussion may include the issues that arose as the size of the 

subgroups increased and new opinions had to be worked into the consensus 

definition. Observations made during the consensus negotiations are analyzed. The 

concept of authority and influence can be discussed, as well as the problem of 

communication within organizations. 

9. Finally, a working definition of the concept may be settled on, depending on the 

needs of the group. 

Variations 

■ 

■ 

■ 

Participants can regroup with their initial partner to process the experience. 

Observers can be appointed to study the consensus process and to report on their 

observations. 

After step 7, the facilitator can discard the participants’ final definition and put his or 

her own definition at the top of the chart. 

Submitted by Richard J. Carpenter, Jr. 

402 ❘❚ 


❚❘ 

LISTS: A COLLECTION 

OF CONSENSUS ACTIVITIES 

Goals 

■ 

■ 

■ 

To allow participants to practice giving and receiving feedback 

To practice effective consensus-seeking behavior in groups. 

To demonstrate that relevant performance data from interdependent tasks is widely 

rather than narrowly shared by group members. 

Group Size 

Three to five subgroups of five or six members each. 

Time Required 

Two and one-half to three hours. 

Materials 

■ 

■ 

■ 

■ 

■ 

A copy of one of the following work sheets for each participant: 

■ 

■ 

■ 

Lists Most Populous Countries Individual Work Sheet. 

Lists Oceans and Seas of the World Individual Work Sheet. 

Lists 1992 Summer Olympics Individual Work Sheet. 

■ (Other lists that can be rank ordered can be used.) 

A copy of one of the following work sheets for each subgroup: 

■ 

■ 

■ 

Lists Most Populous Countries Group Work Sheet. 

Lists Oceans and Seas of the World Group Work Sheet. 

Lists 1992 Summer Olympics Group Work Sheet. 

A copy of the Lists Score Sheet for each participant. 




A room that is large enough for each subgroup to work separately without being 

overheard by the other subgroups, or a separate room for each subgroup, and a writing 

surface for each participant. 


Process 

1. The facilitator introduces the activity as one that will look at individual and group 

decision making and feedback. 

2. The facilitator gives each participant a copy of the same one of the three individual 

work sheets and a pencil and tells them to individually rank order the items 

according to the directions provided. (Ten minutes.) 

3. Subgroups of five to six people each are formed. The facilitator distributes to each 

subgroup a copy of the group work sheet that corresponds to the individual work 

sheet just completed. The subgroups are given the task of deriving a ranking by 

consensus for the group work sheet. The facilitator stresses that there must be 

substantial agreement among subgroup members on the rank assigned to each item: 

No averaging or “majority-rule” voting is allowed. 

4. The facilitator directs each subgroup to select a manager, who may exercise 

whatever authority is necessary and will participate in the subgroup process. The 

facilitator then directs the subgroups to begin the ranking task. (Thirty minutes.) 

5. The facilitator calls time, distributes a Lists Score Sheet to each member, and directs 

participants in scoring according to the directions given on the sheet. When this task 

is completed, the average individual scores for each item and the subgroup scores for 

each item are posted on newsprint. 

6. The total group is reassembled, and the facilitator leads a discussion of the average 

of individual scores compared with the range of subgroup scores. They then discuss 

group resources compared with individual resources and the extent to which these 

resources were used in the subgroups. 

7. Participants break into their subgroups again, and each subgroup manager critiques 

his or her subgroup’s performance and each individual member’s performance. 

8. Each member of the subgroup is then told to critique the performance of the 

subgroup, including the manager and the effect that the manager had on the groupconsensus 

process. Group members take turns doing this. (One-half hour.) 

9. The large group reassembles, and the facilitator leads a discussion of the experience. 

Members are encouraged to share their feelings and reactions to giving and receiving 

feedback, what they learned about themselves in the feedback process, what they 

learned about the group-consensus process, and what learnings they can apply to 

other group experiences. 

Variations 

■ 

Money can be used as a reward for performance. In this case, each manager would 

disburse the “reward” money to subgroup members as part of his or her evaluation of 

performance. Each member could then disagree with the manager’s evaluation, but 

decisions about money disbursement would stand. 

404 ❘❚ 


■ 

■ 

■ 

Step 8 can be omitted. 

There can be no group manager; instead, members critique one another’s 

performances. 

Other rank-ordered lists can be used. 

Lists Answer Keys 

The source for the following answer keys is Information Please Almanac, 1993 Edition, 

Boston: Houghton Mifflin. 

Most Populous Countries 

1. People’s Republic of China 

(1,165,800,000) 

2. India (882,600,000) 

3. United States (255,600,000) 

4. Indonesia (184,500,000) 

5. Brazil (150,800,000) 

6. Russia (149,300,000) 

7. Japan (124,400,000) 

8. Pakistan (121,700,000) 

9. Bangladesh (111,400,000) 

10. Nigeria (90,100,000) 

11. Mexico (87,700,000) 

12. Germany (80,600,000) 

13. Viet Nam (69,200,000) 

14. Philippines (63,700,000) 

15. Iran (59,700,000) 

16. Turkey (59,200,000) 

17. Italy (58,000,000) 

18. United Kingdom (57,800,000) 

19. France (56,900,000) 

20. Thailand (56,300,000) 

21. Egypt (55,700,000) 

22. Ethiopia (54,300,000) 

23. Ukraine (52,100,000) 

24. South Korea (44,300,000) 

25. Myanmar (42,500,000) 

Oceans and Seas of the World (in square miles) 

Pacific Ocean (64,000,000) 

Atlantic Ocean (31,815,000) 

Indian Ocean (25,300,000) 

Arctic Ocean (5,440,200) 

Mediterranean Sea (1,145,100) 

Caribbean Sea (1,049,500) 

South China Sea (895,400) 

Bering Sea (884,900) 

Gulf of Mexico (615,000) 

Okhotsk Sea (613,800) 

East China Sea (482,300) 

Hudson Bay (475,800) 

Japan Sea (389,100) 

Andaman Sea (308,100) 

North Sea (222,100) 

Red Sea (169,100) 

Baltic Sea (163,000) 


1992 Summer Olympics 

1. Germany (26) 

2. Unified Team (23) 

3. Austria (21) 

4. Norway (20) 

5. Italy (14) 

6. United States (11) 

7. France (9) 

8. Finland (7) 

9. Canada (7) 

10. Japan (7) 

11. South Korea (4) 

12. The Netherlands (4) 

13. Sweden (4) 

14. Switzerland (3) 

15. China (3) 

16. Czechoslovakia (3) 

17. Luxembourg (2) 

18. New Zealand (1) 

Submitted by Barry D. Leskin. 

406 ❘❚ 


LISTS MOST POPULOUS COUNTRIES INDIVIDUAL WORK SHEET 

Instructions: Following is a list of twenty-five countries. Your task is to rank them in 

order of their population in 1992, from “1” (most populous) to “25” (least populous). 

_______ Bangladesh 

_______ Brazil 

_______ Egypt 

_______ Ethiopia 

_______ France 

_______ Germany 

_______ India 

_______ Indonesia 

_______ Iran 

_______ Italy 

_______ Japan 

_______ Mexico 

_______ Myanmar 

_______ Nigeria 

_______ Pakistan 

_______ People’s Republic of China 

_______ Philippines 

_______ Russia 

_______ South Korea 

_______ Thailand 

_______ Turkey 

_______ Ukraine 

_______ United Kingdom 

_______ United States 

_______ Viet Nam 


LISTS MOST POPULOUS COUNTRIES GROUP WORK SHEET 

Instructions: Your subgroup is to employ the group-consensus method in reaching its 

decision. This means that rankings must be agreed on, at least partially, by each 

subgroup member. Here are some guidelines to use in reaching consensus: 

1. Approach the task on the basis of logic. Avoid arguing for your own individual 

judgments. 

2. Avoid changing your mind only to reach agreement and avoid conflict. Support 

only solutions with which you can agree at least somewhat. 

3. Avoid techniques such as majority voting, averaging, or trading in order to 

reduce conflict and reach a decision. 

4. View differences of opinion as an asset, rather than a hindrance, in group 


Rank the countries on the following list in order of their population in 1992, from “1” 

(most populous) to “25” (least populous). 

________ Bangladesh 

________ Brazil 

________ Egypt 

________ Ethiopia 

________ France 

________ Germany 

________ India 

________ Indonesia 

________ Iran 

________ Italy 

________ Japan 

________ Mexico 

________ Myanmar 

_______ Nigeria 

_______ Pakistan 

_______ People’s Republic of China 

_______ Philippines 

_______ Russia 


_______ Thailand 

_______ Turkey 

_______ Ukraine 

_______ United Kingdom 


_______ Viet Nam 

408 ❘❚ 


LISTS OCEANS AND SEAS OF THE WORLD INDIVIDUAL WORK SHEET 

Instructions: Following is a list of seventeen oceans and seas. Your task is to rank them 

in order of size (square miles), from “1” (largest) to “17” (smallest). 

_______ Andaman Sea 

_______ Arctic Ocean 

_______ Atlantic Ocean 

_______ Baltic Sea 

_______ Bering Sea 

_______ Caribbean Sea 

_______ East China Sea 

_______ Gulf of Mexico 

_______ Hudson Bay 

_______ Indian Ocean 

_______ Japan Sea 

_______ Mediterranean Sea 

_______ North Sea 

_______ Okhotsk Sea 

_______ Pacific Ocean 

_______ Red Sea 

_______ South China Sea 


LISTS OCEANS AND SEAS OF THE WORLD GROUP WORK SHEET 





judgments. 







Rank the oceans and seas on the following list in order of size (square miles), from 

“1” (largest) to “17” (smallest). 

________ Andaman Sea 

________ Arctic Ocean 

________ Atlantic Ocean 

________ Baltic Sea 

________ Bering Sea 

________ Caribbean Sea 

________ East China Sea 

________ Gulf of Mexico 

________ Hudson Bay 

_______ Indian Ocean 

_______ Japan Sea 

_______ Mediterranean Sea 

_______ North Sea 

_______ Okhotsk Sea 

_______ Pacific Ocean 

_______ Red Sea 

_______ South China Sea 

410 ❘❚ 


LISTS 1992 SUMMER OLYMPICS INDIVIDUAL WORK SHEET 

Instructions: Following is a list of twelve countries that won medals at the 1992 

Summer Olympics. Your task is to rank them in order of number of medals won, from 

“1” (most) to “12” (least). 

_______ Austria 

_______ Canada 

_______ Czechoslovakia 

_______ France 

_______ Germany 

_______ Italy 

_______ Luxembourg 

_______ New Zealand 

_______ Norway 


_______ Unified Team 



LISTS 1992 SUMMER OLYMPICS GROUP WORK SHEET 





judgments. 







Rank the countries on the following list in order of the number of medals won at the 

1992 Summer Olympics, from “1” (most) to “12” (least). 

________ Austria 

________ Canada 

________ Czechoslovakia 

________ France 

________ Germany 

________ Italy 

________ Luxembourg 

________ New Zealand 

________ Norway 

________ South Korea 

________ Unified Team 

________ United States 

412 ❘❚ 


LISTS SCORE SHEET 

This scoring form can be used with any consensus-seeking task that involves rank 

ordering a list of items that has a “correct” ranking according to some external criterion. 

It may appear formidable, but it is really simple arithmetic. 

Instructions: In column (a) copy the ranks you assigned to the individual items. 

Then your subgroup calculates the average of the individuals’ ranks for each item and 

records this (one decimal place) in column (b). In (c), copy the ranks assigned by your 

subgroup through consensus. The facilitator will call out the “correct” rankings, which 

you will copy into column (d). Take the difference between columns (a) and (d), make it 

a positive numeral (+) and record it in column (e) for each item. The differences 

between columns (b) and (d) are recorded (all +) in column (f), and the differences 

between columns (c) and (d) (all +) are noted in column (g). Add up columns (e), (f), 

and (g) to obtain your error score, your subgroup’s average error score, and the error 

score for subgroup consensus. 

Item 

(a) 

Your 

Ranking 

(b) 

Average of 

Individual 

Ranks 

(c) 

Your 

Subgroup’s 

Ranking 

(d) 

Correct 

Ranking 

(e) 

a-d 

(all +) 

(f) 

b-d 

(all +) 

(g) 

c-d 

(all +) 

1 

2 

3 

4 

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 


Item 

(a) 

Your 

Ranking 

(b) 

Average of 

Individual 

Ranks 

(c) 

Your 

Subgroup’s 

Ranking 

(d) 

Correct 

Ranking 

(e) 

a-d 

(all +) 

(f) 

b-d 

(all +) 

(g) 

c-d 

(all +) 

16 

17 

18 

19 

20 

21 

22 

23 

24 

25 

Total ________ ________ ________ 

Your 

Error 

Score 

Subgroup 

Average 

Error 

Score 

Best Individual Score __________ 

Consensus 

Error 

Score 

414 ❘❚ 


❚❘ 

THE LOTTERY: 

EXPLORING THE IMPACT OF VALUES ON 

DECISION MAKING 

Goals 

■ 

■ 

To allow the participants to experience the dynamics involved in consensus decision 

making. 

To help the participants to recognize the role of values in decision making. 

Group Size 

Up to five subgroups of five to seven participants each. 

Time Required 

One hour and fifteen minutes to one hour and thirty-five minutes. 

Materials 

■ 

■ 

■ 

■ 

■ 

One copy of The Lottery Consensus Sheet for each participant. 


One copy of The Lottery Observer Sheet for each subgroup. 




Any room in which subgroups can work without disturbing one another. Movable chairs 

should be provided. 

Process 

1. The facilitator introduces the activity along with its goals and assembles the 

participants into subgroups of five to seven members each. (Five minutes.) 

2. The facilitator distributes pencils and copies of The Lottery Consensus Sheet, asks 

the participants to read the sheet, and answers any questions about the task. Then 

each subgroup is instructed to choose an observer, who receives a copy of The 


Lottery Observer Sheet. The subgroups are instructed that they will have thirty 

minutes to complete the task. (Ten minutes.) 

3. After thirty minutes, the facilitator calls time and reconvenes the total group. 

(Thirty-five minutes.) 

4. Each subgroup in turn is instructed to share its rankings, disclose its rationales, and 

articulate its values and beliefs as clearly as possible. The facilitator records these 

rankings on newsprint. (Five to fifteen minutes.) 

5. The observer for each subgroup shares his or her observations and reactions with the 

total group. (Five to fifteen minutes.) 

6. The facilitator leads a concluding discussion based on the following questions: 

■ How did you feel about working on this task? 

■ What types of behaviors helped the subgroup in its consensus seeking? What 

behaviors hindered? 

■ How did individual values affect the consensus-seeking activity? 

■ What effects of group values do you see in the rankings? 

■ What have you learned about how values affect decision making? How does that 

fit with your experience? 

■ How can you improve your individual or team decision making with these 

learnings? 


Variations 

■ 

■ 

■ 

The choices for how to spend the money could be changed to create more 

controversial discussions. For example, someone might want to give all of the money 

to an abortion clinic or to support a revolutionary government in another country. 

The subgroups could simply be told to make a decision without the instruction that it 

be by consensus. 

Individuals could rank the choices first before proceeding to the group task. 

Submitted by R. Glenn Ray. 

416 ❘❚ 


THE LOTTERY CONSENSUS SHEET 

The Situation 

Five friends who work together in an office have been playing the lottery together for 

three years. Every week, each person pays in five dollars to purchase tickets. Three 

months ago, one of the five lottery players, Chris, decided to quit the group. The other 

group members begged Chris to continue playing and agreed to Chris’s condition: The 

distribution of any winnings would be based on the consensus of the group. If the group 

could not come to consensus, then the money would be given to the federal government 

to reduce the national debt. 

Last week the group won ten million dollars! The following positions have been 

identified by individual group members: 

Chris: Wants to hold a winner-take-all drawing. 

Dale: Wants to give all of the money to environmental causes. 

Pat: Wants to use all of the money to create a foundation to bring art and music to 

elementary schools. 

Robin: Wants to purchase a villa in the south of France and allocate shares of 

vacation time equally to all group members. 

Kelly: Wants all of the members to invest in a computer-chip manufacturing 

company. 

The Task 

Use consensus decision making to rank the suggestions from best to worst (1 to 5, 

respectively). It is important to remember that you must reach a consensus regarding the 

ranking given to each item. “Consensus” means that each member of the subgroup 

agrees to implement the plan. Coercion and methods of conflict avoidance such as 

averaging, voting, and trading agreements between individuals are not allowed. 

Name 

Rank 

Chris 

Dale 

Pat 

Robin 

Kelly 


Be prepared for a spokesperson to explain the rationale behind the ranking and the 

values inherent in the rationale. 

Rationale: 

Values: 

418 ❘❚ 


THE LOTTERY OBSERVER SHEET 

Instructions: Observe your subgroup’s decision-making process and make notes in the 

following areas: 

How did your subgroup approach the task? 

What aspect of the task caused the most discussion? 

Which decisions were made first? Last? 

How did the subgroup follow the guidelines for consensus decision making? 


❚❘ 

COPING STRATEGIES: 

MANAGING STRESS SUCCESSFULLY 

Goals 

■ 

■ 

■ 

To offer the participants an opportunity to identify their own patterns of response to 

stressful situations. 

To assist the participants in identifying thoughts, feelings, and behaviors that help and 

hinder in coping with stress. 

To encourage the participants to generate alternatives for reducing their selfdefeating 

reactions to stress and for enhancing the positive reactions that lead to 

successful outcomes. 

Group Size 

Two to six subgroups of three to five members each. 

Time Required 


Materials 

■ A copy of the Coping Strategies Work Sheet for each participant. 


■ Blank paper for each subgroup (for the recorder’s use). 




A room large enough so that the subgroups can work without disturbing one another. A 

table and chairs should be provided for each subgroup. If tables are not available, the 

facilitator should provide a clipboard or other portable writing surface for each 

participant. 

Process 

1. The facilitator announces the goals of the activity and distributes copies of the 

Coping Strategies Work Sheet and pencils. The facilitator asks each participant to 

420 ❘❚ 


think of two personal experiences of stress, one that he or she dealt with successfully 

and another that he or she did not handle well, and then to complete the work sheet 

accordingly. (Fifteen minutes.) 

2. The participants are instructed to assemble into subgroups of three to five members 

each. The members of each subgroup are asked to discuss the contents of their work 

sheets and to identify recurring patterns of perceptions, thoughts, feelings, 

behaviors, and resources for successful experiences and unsuccessful experiences. 

The facilitator instructs each subgroup to select a recorder to record these patterns 

and to report them later to the total group. Each subgroup is given blank paper for 

the recorder’s use. (Thirty minutes.) 

3. While the subgroups are working, the facilitator prepares several sheets of 

newsprint, dividing each sheet into two columns, one with the heading “Successful 

Experience” and the other with the heading “Unsuccessful Experience.” Periodically 

the facilitator informs the participants of the remaining time. 

4. After thirty minutes the facilitator reconvenes the total group and asks the recorders 

to take turns reporting the patterns that were identified. As the patterns are 

announced, the facilitator records each on newsprint under the appropriate heading. 

As each newsprint sheet is completed, it is posted. (Fifteen minutes.) 

5. The facilitator leads a discussion based on the identified patterns of successful and 

unsuccessful experiences in coping with stress. The facilitator asks the following 

questions: 

■ What patterns of successful coping do you identify with or find particularly 

appealing? 

■ How might you incorporate these patterns to a greater extent into your own style 

of coping with stress? 

■ What patterns of unsuccessful coping do you particularly identify with? 

■ What might you do to minimize the recurrence of these self-defeating patterns in 

your own reactions to stress? 

■ What other resources (other people, techniques, and/or tools or equipment) might 

be useful to you as you strive to cope with stress more effectively? 

■ What would be an appropriate first step for you to take in dealing with your next 

experience of stress? 

■ What is it about any kind of stress that we most need to learn to deal with? 

Variations 

■ 

Copies of the work sheet may be distributed in advance so that the participants have 

more time to compose their responses. 


■ 

■ 

■ 

■ 

If the total group is small, the facilitator may eliminate the use of subgroups and may 

record the patterns directly on newsprint. 

The participants may be instructed to concentrate exclusively on either work-related 

stress or nonwork-related stress. 

The activity may be used to assist an intact work group in dealing with work-related 

stress. In this case the concluding discussion may be expanded by asking the 

participants to identify which elements in the work setting tend to alleviate or 

exacerbate stress, what action steps might be taken, who might take those steps, and 

by when. In addition, arrangements for a follow-up meeting should be made. 

After step 5 the participants may be asked (1) to complete individual action plans or 

(2) to role play a stressful situation using the strategies that they have learned. 

Submitted by Anthony M. Gregory. 

422 ❘❚ 


COPING STRATEGIES WORK SHEET 

Successful Experience 

1. Describe a situation in which you coped well with stress. (How did you perceive 

and/or assess the situation? What did you think was happening?) 

2. What perceptions, thoughts, feelings, behaviors, and resources helped you to 

succeed in this situation? 

3. How have you integrated these perceptions, thoughts, feelings, behaviors, and 

resources into your typical style of dealing with stress? 

4. What other perceptions, thoughts, feelings, behaviors, and resources could you use 

in order to cope even better with stress? 


Unsuccessful Experience 

1. Describe a situation in which you did not cope well with stress. (How did you 

perceive and/or assess the situation? What did you think was happening?) 

2. What perceptions, thoughts, feelings, and behaviors prevented you from dealing 

with this situation effectively? 

3. As a result of this experience, what did you learn about coping with stress? What 

would (or did) you do differently the next time? 

Comparison 

Review your responses to the sections on “Successful Experience” and “Unsuccessful 

Experience.” Describe the differences in how you perceived and handled the two 

situations. 

424 ❘❚ 


❚❘ 

ROBBERY: PLANNING WITH PERT 

Goals 

■ 

■ 

■ 

To illustrate the use of the Program Evaluation and Review Technique (PERT) and 

Critical Path Method (CPM) in planning. 

To allow participants to experience the scheduling and timing of both simultaneous 

and sequential activities. 

To demonstrate the creation of a basic PERT chart. 

Group Size 

Any number of subgroups of approximately five participants each. 

Time Required 

One and one-half to two hours. 

Materials 

■ 

■ 

■ 

■ 

■ 

A copy of the Robbery Instruction Sheet for each participant. 

A copy of the Robbery Answer Sheet for each participant. 

Newsprint for each subgroup. 

Felt-tipped markers for each subgroup. 

Masking tape. 


A room that is large enough for the subgroups to work without disturbing one another, 

and wall space for posting newsprint. 

Process 

1. The facilitator delivers a lecturette on PERT and CPM. The lecturette must show 

how both simultaneous and sequential activities are dealt with by PERT and how the 

critical path is constructed. The facilitator draws a PERT chart on newsprint as part 

of the lecturette. (Fifteen to thirty minutes.) 

2. The facilitator divides the participants into subgroups of five members each, if 

possible (four or six members each if necessary), and directs the subgroups to 

assemble in different areas of the room. (Five minutes.) 


3. The facilitator distributes one copy of the Robbery Instruction Sheet to each 

participant, allows time for the participants to read their sheets, and answers any 

questions. (Fifteen minutes.) 

4. The facilitator distributes newsprint and felt-tipped markers to the subgroups, 

reminds them that they are to draw their PERT charts on the newsprint, and tells 

them that they have twenty minutes in which to complete the task. 

5. The facilitator gives a time warning after fifteen minutes and calls time after twenty 

minutes. Each subgroup’s chart is posted, and one member of each subgroup, in 

turn, explains the subgroup’s chart. (Thirty to forty minutes.) 

6. The facilitator distributes the Robbery Answer Sheets and describes the procedure, 

timing, and critical path step-by-step. (Ten minutes.) 

7. The participants are directed to take ten minutes to discuss within their subgroups: 

■ Their reactions to the experience, 

■ Problems they encountered in developing their charts, 

■ Questions about PERT or CPM that they wish to ask. 

8. The entire group is assembled, and a spokesperson from each subgroup reports on 

the subgroup’s discussion. The facilitator lists the salient points and any questions 

on newsprint. (Fifteen minutes.) 

9. The facilitator solicits answers and comments from all the participants regarding the 

questions and points listed. (Five minutes.) 

10. The entire group discusses the uses of the PERT and CPM processes and suggests 

situations in which these processes would be helpful. (Ten minutes.) 

Variations 

■ 

■ 

■ 

The task can be made more difficult by the addition of more activities. 

Subgroups can “act out” their charts for the total group. 

The facilitator can draw a PERT chart of the entire activity to illustrate the concept 

more vividly. 

Submitted by Mark P. Sharfman and Timothy R. Walters. 

426 ❘❚ 


ROBBERY INSTRUCTION SHEET 

Background: You are members of a notorious bank-robbing gang. The secret of your 

success is that your robberies always are well planned. For your next caper, you have 

selected a rural branch of the Second National Bank. From your surveillance, you have 

discovered that it will take the police seven minutes and thirty seconds to reach the bank 

once the alarm has sounded. You now want to determine if the robbery can be 

completed successfully in that time. 

To complete the robbery, two members of your gang (one sharpshooter and a 

safecracker) will be dropped off behind the bank and will be responsible for picking the 

lock on the rear door. The rest of the gang will be driven to the front of the bank to wait. 

Once the alarm has sounded, the entire gang will enter the bank. The sharpshooters will 

point their weapons at the guards and the customers, the counter leaper will leap over 

the counter and empty the teller drawers, and the safecracker will crack or blow open the 

safe and empty it. Once these things have been accomplished, the gang will leave. 

Your task is to determine whether the robbery can be accomplished in the allotted 

time and, if so, what the critical path is. 

Your Task: To create a PERT chart for the bank robbery scenario. 

Questions to be answered: 

1. Can the robbery be accomplished in the seven minutes, thirty seconds before the 

police arrive? 

2. How quickly can it be accomplished? (What is the critical path?) 

Participants: 

2 sharpshooters 1 counter leaper 

1 safecracker 1 mastermind (optional with six participants) 

1 driver 

Activities: 

1. Drop off one sharpshooter and the safecracker in the alley behind the bank. 

2. Drop off the other gang members in front of the bank. 

3. Everyone enters the bank at the same time. 

4. The sharpshooters take up their positions and point their weapons at everyone in 

the bank. 

5. The counter leaper leaps over the counter and empties the tellers’ drawers. 

6. The safecracker cracks open the safe and empties it. 

7. All members of the gang leave the bank at the same time. 


8. The driver meets the rest of the gang in front of the bank when the robbery is 

completed. 

Timing: 

1. Two minutes to pick the lock on the rear door. 

2. The alarm goes off when the back door is picked; the police arrive in seven 

minutes, thirty seconds. 

3. Forty-five seconds to drive from the alley to the front of the bank. 

4. Thirty seconds for the sharpshooters to enter the bank and take up their positions. 

5. Sixty seconds for the safecracker to reach the safe from the back door. 

6. Thirty seconds for the counter leaper to leap over the counter and start to empty 

the drawers. 

7. Three minutes to empty the tellers’ drawers. 

8. Two minutes to open the safe. 

9. Two minutes to empty the safe. 

10. Forty-five seconds to exit from the bank and reach the car at the front curb. 

428 ❘❚ 


ROBBERY ANSWER SHEET 


❚❘ 

THE IMPACT WHEEL: 

AN EMPOWERMENT EXPERIENCE 

Goals 

■ 

■ 

■ 

■ 

To help the participants to see ways in which they can empower themselves to affect 

their work lives. 

To provide the participants with a useful tool for identifying the effects and 

ramifications of events in their work lives. 

To offer the participants an opportunity to use this tool to analyze a particular workrelated 

event. 

To enable the participants to experience the variety of perspectives that people can 

have on the same event and to use those different perspectives productively. 

Group Size 

All members of an ongoing group assembled into subgroups of two to four people each. 

This activity is intended to help a group prepare for an important, upcoming “central 

event,” such as the implementation of a predetermined course of action. The specific 

event serves as the focus of the activity. 

Time Required 

Approximately one hour and forty-five minutes to two hours, depending on the number 

of subgroups. 

Materials 

■ A copy of The Impact Wheel Work Sheet for each participant. 

■ A newsprint flip chart and several colors of felt-tipped markers for each subgroup. 

■ A newsprint flip chart and a felt-tipped marker to be used by the facilitator. 




Movable chairs should be available, and either a table or an easel should be provided for 


430 ❘❚ 


Process 

1. The facilitator distributes copies of The Impact Wheel Work Sheet and asks the 

participants to read this handout. (Five minutes.) 

2. The facilitator leads a discussion of the handout contents, clarifying the process of 

completing an impact wheel and answering questions. (Ten minutes.) 

3. The facilitator announces the specific “central event” that is to serve as the focus of 

the activity and informs the participants that they will be creating impact wheels to 

prepare for this event. 

4. The participants are assembled into subgroups of two to four members each, and 

each subgroup is given a newsprint flip chart and several felt-tipped markers. The 

facilitator instructs each subgroup to spend forty-five minutes completing the seven 

steps on the work sheet and to select a spokesperson to explain its completed work 

to the total group. 

5. At the end of the work period, the facilitator asks each subgroup to post its impact 

wheel as well as its newsprint lists generated during steps 6 and 7 on the work sheet. 

Then the participants are instructed to “visit” one subgroup’s area at a time and 

examine its wheel and lists while the spokesperson explains them. The facilitator 

suggests that the participants note both similarities and differences between other 

ideas and their own. (Five minutes per spokesperson presentation.) 

6. The facilitator leads a discussion focused on these issues: 

■ Similarities and differences among the impact wheels and the lists; 

■ Reasons for differences, including such considerations as differences in task 

approaches, in levels of expertise, and in perspectives; and 

■ Strengths and weaknesses of the impact-wheel approach. 


7. The facilitator works with the total group to achieve agreement on the following 

items: 

■ What actions the group and individual members agree to take to increase the 

likelihood of the positive effects (the ones listed on the posted newsprint sheets) 

and to decrease the likelihood of the negative effects; and 

■ Which negative effects are most likely to occur and which proposed actions for 

transforming them into positive effects would be most likely to succeed. 

During this step the facilitator records group decisions on newsprint. (Fifteen 

minutes.) 

8. A group representative is asked to keep the newsprint generated during the previous 

step as well as the individual impact wheels and subgroup lists. The facilitator 

explains that the group should meet again before the central event occurs to follow 


up on actions that the group and individual members said they would take to 

increase the likelihood of the positive effects and to decrease the likelihood of the 

negative effects. The facilitator also emphasizes that after the central event has 

occurred, the participants should reconvene, review the newsprint notes and the 

impact wheels, agree on actual primary and secondary effects and whether they are 

positive or negative, and plan specific action steps to increase the impact of the 

positive effects and to turn the negative effects into positive ones. Before 

adjournment the facilitator elicits a follow-up commitment from the group. 

Variations 

■ The activity may be used with several different work groups at the same time, all of 

which are anticipating the same central event. This approach, which can be valuable 

when an organization is planning a major restructuring, may require extra facilitators. 

■ The impact-wheel process may be used with central events from the participants’ 

personal lives. 

■ The process may be used in a heterogeneous group with a case-study situation as the 

central event. 

■ In a heterogeneous group, the participants may use the impact-wheel process 

individually to analyze their own events. Then they may take turns sharing the results 

with fellow group members and receiving feedback. 

Submitted by Bill Searle. 

432 ❘❚ 


THE IMPACT WHEEL WORK SHEET 

An impact wheel is a simple but powerful tool that can be used to identify the possible 

effects and ramifications of an event that might or definitely will happen in the future. 

By identifying possible effects and ramifications in advance, you can plan for them and 

deal with them more effectively. Although an individual can use an impact wheel to 

analyze a personal or work-related event, impact wheels are particularly powerful when 

two or more people collaborate to use them. 

Here are the steps involved in creating and using an impact wheel (see Figure 1): 

1. Select a future event. For example, if you are using the impact wheel with a 

work-related event, you might concentrate on something like the introduction of a new 

product that becomes extremely successful or the acquisition of a desktop publishing 

system. This event is referred to as the “central event.” 

2. Write this event in abbreviated terms in the middle of a sheet of newsprint. For 

example, if you chose to concentrate on one of the events mentioned in step 1 above, 

you might write the name of the new product or “Desktop Publishing.” 

3. Assume that the event has already happened; write the direct consequences 

close to the central event, each connected to the central event with a single line. To 

generate consequences, consider what might happen as a direct result of the event. For 

example, with the introduction of a successful new product, a direct result might be an 

influx of orders well beyond what is normally experienced. Direct results like this are 

referred to as “primary effects.” 

4. Write the secondary effects—those events that might happen as a result of the 

primary effects—near their corresponding primary effects, connecting each to its 

primary effect with a double line. For example, with the introduction of a successful new 

product, a secondary effect related to the primary effect of an increase in orders might 

be that the company’s telephone lines would be tied up to a greater extent. 

5. Designate whether each primary effect and each secondary effect will be 

positive or negative by writing a + (plus) or – (minus) sign next to it. For example, an 

increased influx of orders might be seen as positive, whereas the tying up of telephone 

lines might be perceived as negative. 

6. List what you can do to increase the likelihood of the positive effects and 

decrease the likelihood of the negative effects. Make this list on a new sheet of 

newsprint. 

7. Determine how to turn each negative effect into a positive one. Think of yourself 

as empowered to change negative effects in any way that you would like. When you 

start this process, try not to stifle your thinking with notions of what is or is not possible; 

instead, be as creative as you can in generating options for changing each negative 

effect. Once you have come up with a number of different options, you can begin to 


eliminate some on the basis of practicality or workability; then you can choose and write 

on a separate sheet of newsprint the best (one or more) of the remaining alternatives. 

This step requires a great deal of hard thought, but it can make the difference between 

success and failure of the future event. 

For example, the tying up of telephone lines might be made positive in that it offers 

(1) a way to legitimize the purchase of a more sophisticated telephone system that would 

provide better service, (2) an opportunity for employees to share jobs and thereby 

experience greater variety by donating any extra time to telephone work, (3) a chance 

for employees to start special projects that they have wanted to tackle (while telephone 

lines are busy), or (4) an opportunity to increase mailorder promotions and/or 

advertising. 

Figure 1. Illustration of the Structure of an Impact Wheel 

434 ❘❚ 


❚❘ 

MISSILES: SOURCES OF STRESS 

Goals 

■ 

■ 

■ 

To identify sources of psychological stress. 

To demonstrate the effect that individual perceptions of situations have on behavior 

and decision making under stress. 

To experience the effects of various types of role power on persons in a decision 

making situation. 

Group Size 

Any number of subgroups of seven to nine members each. 

Time Required 


Materials 

■ A copy of the Missiles Situation Sheet for each participant. 

■ A copy of one of the Missiles Role Sheets for each participant. (If there are only 

seven members in a subgroup, the guest roles are not used.) 

■ A copy of the Missiles Crisis Sheet for each subgroup. 

■ A copy of the Missiles Debriefing Sheet for each participant. 

■ A place card identifying each participant’s role. 



A separate room for each subgroup or one large room with space enough for each 

subgroup to deliberate without distraction. 

Process 

1. The facilitator explains the objectives of the activity and creates a climate for the 

role-play situation. A copy of the Missiles Situation Sheet and a pencil are given to 

each participant. The participants are instructed to read the situation sheet 

thoroughly. (Ten minutes.) 


2. When the situation has been explained and is understood by all participants, the 

facilitator forms the participants into subgroups of seven to nine members each. 

Each participant in a subgroup receives a Missiles Role Sheet that is different from 

the other members’ and is told to read the role sheet but not to show it to other 

members of the subgroup. (Ten minutes.) 

3. The facilitator checks to see that all role players are familiar with their roles and 

ready to proceed. The facilitator also puts a place card in front of each participant so 

that all members can see which roles have been assigned to the other subgroup 

participants. 

4. Members are directed to assume their assigned roles, and each subgroup is told that 

it will have thirty minutes to decide on the best solution to the missile crisis 

situation. 

5. After twenty minutes of role playing, the facilitator announces that the President has 

suffered a heart attack and removes the President from each subgroup. The 

facilitator then gives a copy of the Missiles Crisis Sheet to each subgroup and tells 

them to continue role playing. 

6. On completion of the thirty-minute role play, each participant receives a copy of the 

Missiles Debriefing Sheet and is directed to complete it. (Ten minutes.) 

7. Participants remain in the subgroups and discuss the experience, including their 

answers to the questions on the Missiles Debriefing Sheet. Special attention is given 

to the need for participants to free themselves from the roles as part of the debriefing 

process. (Twenty minutes.) 

8. The facilitator leads a brief discussion comparing the effects of the experience across 

subgroups. (Ten minutes.) 

9. The subgroups are then given the task of identifying three major sources of stress 

and an effective way to cope with each. (Twenty minutes.) 

10. The facilitator leads the total group through a sharing of subgroup reports. Patterns 

and similarities in these reports are noted. (Ten minutes.) 

11. Generalized learnings from the experience are elicited from the participants, and 

participants are then encouraged to formulate their own ideas for personal 

application of their learnings. (Ten minutes.) 

Variations 

■ 

■ 

A single group can participate in the role play while other participants serve as 

observers. Following the role play, the observers identify factors that they believe 

contributed to the stress and/or solution. 

The vice president can be removed from the subgroup at the same time as the 

President. This often results in a leaderless-group situation. During the debriefing the 

subgroup can discuss who emerged as the leader and why. 

436 ❘❚ 


■ 

■ 

Following the activity each member reads his or her role to the other participants. The 

discussion then focuses on how different aspects of role expectations can result in 

stress in work groups and how role-clarification activities can help to manage these 

stressors. 

During step 7 the facilitator can give a lecturette on types of power, and the 

processing at step 8 of the activity can focus on members’ reactions to various types 

of power in their work situations. 

Submitted by Karl A. Seger. 


MISSILES SITUATION SHEET 

You are one of the foremost military or political leaders in your country and have just 

been rushed to a bunker hidden deep in the hills near the capital city. There are enough 

supplies in the bunker for the people present to remain here for three years. 

The leaders of the second most powerful nation in the world, Brenghorn, have just 

announced that they are going to launch a nuclear attack on your country unless you 

immediately turn over to them all of your military bases and equipment outside the 

country. To demonstrate their sincerity in making this threat, they have designated five 

target cities—each with a population of more than one million people—and have stated 

that they will launch nuclear missiles against these cities if their demands are not 

immediately answered. 

In the past three months Brenghorn has made similar threats to three smaller 

countries. On each of these occasions an emergency meeting of the U.N. Security 

Council has been called, but Brenghorn holds a permanent seat on the Council and has 

vetoed all attempts for action against it. Two of the threatened countries relented to the 

demands of Brenghorn; the third did not, and a city of 750,000 people was destroyed by 

an attack with nuclear weapons. 

The threat against your country was delivered to the major television networks, and 

the entire nation knows about it. However, only the people in this bunker know the 

identities of the five target cities. 

Brenghorn also has stated that if one of your missiles is launched against it, it will 

unleash its entire arsenal against you, thereby ensuring total annihilation of both 

countries. 

For you to give in means that Brenghorn will have enough military power, strategic 

bases, and arms to effectively control the world. You do not know if Brenghorn is 

bluffing. 

It takes twenty-two minutes for a missile with a nuclear warhead to travel from 

Brenghorn to the closest strategic location within your country. 

The initial threat was issued at 12:39 p.m. It is now 1:45 p.m. Brenghorn is waiting 

for your response. 

Be sure that your subgroup considers all the alternatives available to it and takes 

advantage of the time allocated to seek the best possible solution to the situation. 

438 ❘❚ 


MISSILES ROLE SHEET 

President 

You came from a poor family and had to work your way through law school. Two years 

ago, your party asked you to run for the presidency. You agreed but did not expect to 

win. At forty you are the youngest President in history and are determined to do the best 

possible job while in office. You took office three months ago, and you know that all the 

people in this room feel that they are better qualified to deal with this crisis than you are. 

The vice president is especially difficult to deal with because he feels that he should 

have been the party’s choice for the presidency. All the military officers know that you 

had a draft deferment and are considered a pacifist, so it is likely that they consider you 

unqualified to serve as commander of the armed forces. But you are the President, and 

the responsibility for what happens today rests on your shoulders. 

Your family has been moved to a safe area. 

----------------------------------------------------------------------------------------------------------- 


Vice President 

You should be the President. You served twenty years in the legislature, eight years as 

vice president during the previous administration, and expected your party to ask you to 

run for President in the last election. Instead they asked a young unknown to run, and 

you are again serving as the vice president. The new President is inexperienced and 

naive. 

This person never served in the armed forces and has been labeled a pacifist. The 

President took office just three months ago and is the youngest President in the history 

of the country. Now that the country is faced with a crisis the President is not capable of 

handling, it may be your opportunity to assert yourself and prove that you are best for 

the job. You know that the chief of staff and general of the Army are on your side and 

that the secretary of defense is on the President’s side. You are not sure about the other 

people present. On your way to this meeting the President asked you to sit quietly, nod 

in agreement, and present a united front. 

Your entire family is in one of the target cities. 



Secretary of Defense 

You really wonder why you are here. You were recently nominated by the President but 

your appointment has not been confirmed. You have not been briefed by the military 

and are meeting the generals present for the first time. The President, an old friend of 

yours, is forty years old and assumed office just three months ago. The vice president is 

bitter about not being asked to run for the presidency. All the military people present 

feel that you and the President are naive, and maybe they are right. You do not feel 

comfortable here and would like to check on your family, which is in one of the target 

cities. 

----------------------------------------------------------------------------------------------------------- 


Chief of Staff 

You are the most experienced military officer in the world. All the generals at this 

meeting look up to you and know that you are the most important person in this room. 

The secretary of defense was just appointed and has not yet been approved by Congress. 

The vice president is a power-hungry has-been, who served eight years as the vice 

president under the last President and was not any better then. The new President is 

inexperienced and naive, never served in the military, has been labeled a pacifist, and 

assumed office just three months ago. This person is only forty years old. The only way 

to survive this crisis is to call Brenghorn’s bluff. You have no family and believe that, if 

necessary, both countries should fire all their missiles, totally destroying the outside 

world. In three years the people in this bunker could emerge and begin a new, and much 

better, world. 

440 ❘❚ 



General of the Army 

There are a lot of stupid people at this table, especially the admiral of the Navy. For 

years the admiral has been cutting into your budget, and now when you really need all 

the strategic weapons you have been asking for, they are not there. Let the Navy save 

the world if it is so important! The President is young, naive, and just took office three 

months ago. The chief of staff is becoming senile. Only the vice president may still have 

the capacity to assume leadership and resolve the crisis. The vice president is 

experienced, knowledgeable, and has been against the attacks on the Army’s budget. 

----------------------------------------------------------------------------------------------------------- 


Admiral of the Navy 

For years you have claimed that because of its mobility at sea the Navy would be the 

first line of defense in this type of crisis. Now that the crisis is here, it is up to you to 

solve it. The President is inexperienced and naive, having taken office just three months 

ago. The vice president and chief of staff are ambitious and vengeful, sometimes even 

psychotic. The general of the army hates you for cutting into the budget and is waiting to 

prove that you were wrong. The pressure is on you to resolve this crisis. Your family 

lives in one of the target cities. 



General of the Air Force 

Although you have been in the Air Force for twenty-seven years, your life recently 

underwent a dramatic change when you survived a serious airplane crash. You now 

believe that all things are planned somehow and will work out for the best. You wish 

you could transfer this faith to the new President, who is still naive, and the vice 

president and chief of staff, who are so hard and callous. If this crisis is meant to be, it 

must be for a reason. After all, history has shown that all events perform some 

function—even the great plagues reduced overpopulation and encouraged medical 

science. The way you see it, this situation is meant to teach the world a great lesson. 

----------------------------------------------------------------------------------------------------------- 


Guest #1 

All the other people at this table are maniacs! The President and the secretary of defense 

are young, naive, and inexperienced. Everyone else is a powermonger. You may be the 

only rational person in this room, but none of these people know you. You are a military 

and political-science professor at a major university and are considered one of the 

world’s greatest authorities on the potential threat of nuclear warfare. You had a briefing 

scheduled with the President for today, and when the crisis started you were asked to 

accompany the staff to this bunker. Actually you feel out of place because no one really 

wants you here. You would rather be with your family, which fortunately is not in one 

of the target cities. 

442 ❘❚ 



Guest #2 

You are the world’s foremost authority on Brenghorn and have been rushed here by the 

President’s staff. You have never met any of the people at this table, and none of them 

know who you are or why you are here. The President was recently elected and is not 

ready for this type of crisis. You do not know if the other people here are capable of 

dealing with it either, but you are certain that Brenghorn is not bluffing. You are worried 

because your family lives in one of the target cities and you have three small children. 

----------------------------------------------------------------------------------------------------------- 

MISSILES CRISIS SHEET 

Brenghorn has just launched five missiles. You do not know if they are armed with 

nuclear warheads. 


MISSILES DEBRIEFING SHEET 

What was your subgroup’s solution to the crisis? 

Did you agree with this solution? Did you state your disagreement? 

Which of the following stressors did your subgroup experience? What contributed to the 

presence of these stressors? 

■ 

Interpersonal conflict 

■ 

Intragroup competition 

■ 

Role conflict 

■ 

Role ambiguity 

■ 

Overload 

■ 

Conflicting demands 

■ 

Responsibility for others 

What other sources of stress were experienced within your subgroup? 

How did individuals respond to the stress that they experienced? 

How did role power affect the decision making? 

444 ❘❚ 


❚❘ 

WAHOO CITY: A ROLE ALTERNATION 

Goals 

■ 

■ 

■ 

To experience the dynamics of an alternate, unaccustomed role in a situation of 

community (or organizational) conflict. 

To develop skills in conflict resolution, negotiation, and problem solving. 

To introduce process analysis and feedback as necessary community (or organization) 

development techniques. 

Group Size 

A minimum of sixteen participants. 

Time Required 

A minimum of two hours. 

Materials 

■ One copy of the Wahoo City Summary of Events Sheet for each of the four clusters. 

■ A different Wahoo City Role-Description Sheet and its accompanying Additional 

Information Summary Sheet for each cluster. 

■ One copy of the Wahoo City Special Information Input for cluster 1. 

■ 

Signs and name tags in four different colors to designate clusters. 


A room large enough to accommodate clusters comfortably for small group discussion. 

A central arrangement of chairs and a table for the representatives’ meetings. (Clusters 

may meet in separate rooms for their planning and discussion sessions.) 

Process 

1. The facilitator discusses goals, focusing on learning by assuming another role. 

2. Four clusters are formed by participants volunteering to play roles they would not 

ordinarily assume. They go to the part of the room designated as their “turf” by a 

sign (e.g., City Manager’s Office). Name tags designating members of each cluster 

are distributed. 


3. A copy of the Wahoo City Summary of Events Sheet and a copy of the Wahoo City 

Role-Description Sheet are given to each cluster, and time is allowed to read the 

information. 

4. The facilitator may spend some time helping the cluster members assume their roles 

by answering questions and suggesting alternative behaviors. 

5. The facilitator may wish to address the entire group, emphasizing the following 

points: 

■ The need for participants to “play it straight” by carrying out their role 

responsibilities as authentically as possible. 

■ The accountability of representatives to the cluster. 

■ The need to be creative in order to maximize learning. 

6. The facilitator then distributes a copy of the appropriate Wahoo City Additional 

Information Summary Sheet to each cluster and announces that a representatives’ 

meeting will be held in fifteen minutes. 

7. The facilitator moves the group through the following stages: 

■ First cluster planning session (step 6). 


■ First representatives’ meeting. 

(Fifteen minutes). 

■ Distribution of the Wahoo City Special Information Input to cluster 1. 

■ Second cluster session, first half for processing the representatives’ meeting 

(fifteen minutes) and the second half for planning and strategy (fifteen minutes). 

■ Second representatives’ meeting. 


8. The facilitator stops the activity. Each cluster is given fifteen minutes to process its 

functioning. All participants should then be seated in a large circle to share their 

learning and to process the whole exercise. 

Variations 

■ 

■ 

■ 

The same structure can be used with a different content. 

Any number of special inputs—rumors, telephone messages, telegrams, etc.—can be 

introduced into the cluster meetings. 

Clusters may be reconstituted in the middle of step 7, with participants volunteering 

to play new roles. 

Submitted by Peter Lawson. 

446 ❘❚ 


WAHOO CITY SUMMARY OF EVENTS SHEET 

The following summarizes events that led to the present crisis, as reported in the Wahoo 

City Press-Citizen and the Daily Wahoo. 

9/15— Four UW students were badly beaten by two carloads of gang members. One 

student was critically wounded and may suffer permanent partial paralysis. Gang 

members were reported as saying they were going to “clean up the University.” 

9/17— At 10:00 p.m., two carloads of men attacked UW students on the campus. A 

coed, the daughter of a Plain City university official, reports phone calls 

threatening to “kill all the freaks.” 

9/20— A bomb threat was phoned to the Director of Athletics at UW. The football game 

with State is in danger from bombers. The Director was quoted as saying, “We’ll 

play the game in an empty stadium if necessary.” 

9/20— Arson attempts were made at the UW Art Museum and the UW Library. The 

initials of a well-known gang were painted on the buildings. Police have 

“suspects” but refuse to divulge whether or not they are university students. 

9/22— Eleven UW students were attacked in three separate incidents. “Hard hats” were 

allegedly present. According to one victim, the attackers said, “We’re cleaning 

up the campus.” Another victim, a UW graduate student, accused police of 

“total neglect and disinterest” in pursuing alleged attackers. 

The Daily Wahoo reported an increasing number of cars cruising the UW 

campus. An editorial called for concerted police action. 

A television news interview indicated that the City Police, according to the 

Chief, “have no leads at all on the attacks on students.” 

9/23— Three UW students were admitted to the hospital following daylight beatings by 

men “cleaning up things.” The UW Faculty Senate today condemned the 

vigilante attacks and called for swift police action. 

9/24— A “Peace Party Picnic and Rock Festival” on the UW Men’s Athletic Field was 

marked by violence as “hard hats” waded into the crowd. Twenty-two students 

were treated for injuries. A UW faculty member who witnessed the beatings 

accused the City Police and Campus Security personnel of “turning their backs.” 

The Vice President of the UW Young Republicans alleged that police 

undercover agents recorded the event on both still and movie cameras. 

A Wahoo City Press-Citizen by-lined report indicated that no arrests in the 

incident were made by any police personnel. Three students were booked 

following the picnic for unlawful possession of marijuana. 


DATE: 9/25 

WAHOO CITY ROLE-DESCRIPTION SHEET: CLUSTER 1 

You are the City Manager’s Office. You are here to discuss plans for a meeting that you 

have called for this afternoon. You have invited representatives from the UW Provost’s 

Office, the Wahoo City Student Coalition, and the Citizens for Concerted Action to lay 

plans for meeting the crisis that has been developing over the last several weeks. The 

noon editions of the Wahoo City Press-Citizen and the Daily Wahoo have reported plans 

for a protest rally to be held on the steps of Bower Hall this evening. The potential for 

violence is great. 

----------------------------------------------------------------------------------------------------------- 

ADDITIONAL INFORMATION SUMMARY SHEET: CLUSTER 1 

In addition to press reports, you have the following information: 

1. The County Sheriff has said that deputies will not deal with the situation. “The duty 

rests with the City and County Police and with Campus Security.” 

2. The City Police Chief has said privately that the situation could best be handled by 

the University administration. “All they have to do is use the new Code to get rid of 

all the radical students and faculty.” The Chief will not act on the campus without 

the official written request of the University administration. 

3. Informants report that “hard hats” may be behind the bomb threats and arson 

attempts and that a well-known gang is planning to shut down the University with a 

student strike. 

4. The City Manager has been notified that the Lincoln State Police (Plain City) have 

put all personnel on riot alert. State Police Headquarters has also indicated in an 

official message that forty officers have been moved into the Wahoo City Hotel. 

5. The Governor’s Administrative Assistant has made several phone calls checking on 

the situation, to keep the Governor informed in case the National Guard has to be 

called in. 

448 ❘❚ 


DATE: 9/25 


You are the UW Provost’s Office. You are meeting to prepare your plans and strategies 

for a meeting that has been called for this afternoon by the City Manager to discuss the 

crisis that has been developing over the last several weeks. The noon editions of the 

Wahoo City Press-Citizen and the Daily Wahoo have reported plans for a protest rally 

on the steps of Bower Hall this evening. The potential for violence is great. 

----------------------------------------------------------------------------------------------------------- 



1. An increasing number of parents have been pressing for better protection concerning 

their children. Thirty-two women students have withdrawn from the University. 

2. The Legislature has been applying pressure to ensure that the University will remain 

open. 

3. The Board of Regents have underscored the necessity of upholding the new Code of 

Student and Faculty Conduct. 

4. Campus Security has reported an increasing incidence of “hard hats” cruising the 

campus in cars. 

5. Faculty members report that class attendance has dropped off markedly, particularly 

among women students. 


DATE: 9/25 


You are the Citizens for Concerted Action, an informal group formed under the auspices 

of the Church Federation, the United Fund Agency, and the Association of 

Neighborhood Councils to deal with the polarization and hostility developing in the city. 

You are meeting to discuss the crisis that has been developing the last several weeks. 

The City Manager has asked you to send a representative to a meeting this afternoon. 

The noon editions of the Wahoo City Press-Citizen and the Daily Wahoo have reported 

plans for a protest rally on the steps of Bower Hall this evening. The potential for 

violence is great. 

----------------------------------------------------------------------------------------------------------- 



1. Rumor: The President of the University is in ill health. 

2. Rumor: The football game may be switched to Plain City because of the bomb 

threat. 

450 ❘❚ 


DATE: 9/25 


You are the Wahoo City Student Coalition, an association of student organizations on 

the UW campus. You are meeting to make preparation for sending a representative to a 

meeting in the City Manager’s office this afternoon to discuss the crisis that has been 

developing over the last several weeks. The noon editions of the Wahoo City Press- 

Citizen and the Daily Wahoo have reported plans for a protest rally to be held on the 

steps of Bower Hall this evening. The potential for violence is great. 

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1. The arsonists are not students or gang members, but “hard hats.” 

2. The gang, which is not represented in the Coalition, has been calling for a student 

strike for better police protection. The gang is saying that the University should shut 

down unless and until students can be properly protected. 

3. Rumor: There are a lot of guns in the dorms. 

4. The Provost’s Office, in line with the Board of Regents’ policy, has made it very 

clear that individuals who violate the new Code will be subject to immediate 

cancellation of registration. 


WAHOO CITY SPECIAL INFORMATION INPUT 

THE GOVERNOR’S OFFICE 

Plain City, Lincoln 

September 25, 1993 

The City Manager 

Wahoo City, Lincoln 

Dear City Manager: 

Reports in the press indicate a growing crisis in Wahoo City. 

My staff has given me hourly reports on the situation, and I am increasingly concerned 

over the seeming lack of control on the part of the University and the City 

Administration. 

A report that has just come to my desk from the State Police Intelligence Unit indicates 

that there will be a serious and violent confrontation this evening. I am convinced of the 

accuracy of this report. 

I am therefore, as Chief of State, issuing orders that the National Guard be called up and 

dispatched to Wahoo City to assume martial law. 

Brigadier General Chris Williams will be in command of the operation. You will no 

doubt hear from the general presently, who has assured me that Guard units will be in 

Wahoo City and on patrol within the next four hours. 

I have sent word of my action to the Board of Regents and to the President of Wahoo 

University. I have also notified the Chief of Police of Wahoo City and the County 

Sheriff by copy of this order. 

Sincerely, 

Terry L. Neumann 

Governor of Lincoln 

452 ❘❚ 


❚❘ 

ISLAND COMMISSION: GROUP PROBLEM 

SOLVING 

Goals 

■ 

■ 

■ 

To experience the issues involved in long-range social planning. 

To study emergent group dynamics and leadership in the completion of a group task. 

To explore aspects of communication, problem solving, and decision making in an 

ongoing group. 

Group Size 

Up to four subgroups of eight members each. 

Time Required 

Two to two and one-half hours. 

Materials 

■ A copy of the Island Commission Task Agenda Sheet and a copy of the Island 

Commission Major City Information Sheet for each participant. 

■ One copy each of Island Commission Environmental Bulletins 1, 2, and 3 for each 

participant. 

■ A place card with a role name (these may be made by folding 5" x 8" index cards in 

half lengthwise and writing role names on them with a felttipped marker) for each 

participant. 


■ Newsprint and a felt-tipped marker for each subgroup. 


A room large enough that all subgroups can meet separately without disturbing one 

another and eight chairs and a table for each subgroup. 

Process 

1. The facilitator divides the participants into subgroups of eight members each and 

gives each member a copy of the Island Commission Task Agenda Sheet, a copy of 


the Island Commission Major City Information Sheet, and a pencil. He or she 

designates a member of the subgroup to play one of the following roles: 

■ director of city planning 

■ director of community action council 

■ director of chamber of commerce 

■ general manager of food-processing factory (largest industry in Major City) 

■ organization development consultant 

■ council member, farmer 

■ council member, dentist 

■ council member, lawyer. 

Each member is given an appropriate name place card. 

2. Participants are told that they have one hour in which to conduct the four meetings 

outlined on the Island Commission Task Agenda Sheet and to list their 

recommendations on newsprint. Subgroups then are directed to their meeting areas. 

3. While they are meeting, the facilitator announces each fifteen-minute interval and 

tells the subgroups that each fifteen-minute period corresponds with a new threemonth 

meeting of the commission. Before the second meeting participants are given 

the Island Commission Environmental Bulletin 1; before the third meeting, the 

Island Commission Environmental Bulletin 2; and before the last meeting, the Island 

Commission Environmental Bulletin 3. 

4. At the conclusion of the meetings, the facilitator assembles the entire group and 

requests a progress report and set of recommendations from each commission 

subgroup. Each subgroup’s recommendations are posted. 

5. The facilitator solicits comments about the feelings and frustrations of members 

during the subgroup meetings, using questions like the following: 

■ What roles tended to assume leadership and/or tried to control the group process? 

■ What hidden agendas were operating? 

■ How did new data affect the problem-solving process? 

■ How did the roles affect communication in the subgroups? 

■ How were decisions made? How was this affected by the composition, structure, 

and task of the subgroup? 

The facilitator leads the group in a discussion of the difficulties inherent in longrange 

planning, focusing on the problems of data changes (learning based on the 

past may not be applicable to the future), specialization (increasing professionalism 

and social differentiation), a decrease in physical resources, uncertain social 

454 ❘❚ 


esources (i.e., social stability), and an increasing rate of change coupled with less 

decisionmaking time. 

Variations 

■ The consultant can give process feedback after the first and third meetings. 

■ Subgroups can be set up to compete with each other. The subgroup with the “best” set 

of recommendations is “awarded” the grant. 

■ Roles can be switched for one of the meetings. 

Submitted by Peter G. Gillan. 


Background 

ISLAND COMMISSION TASK AGENDA SHEET 

You were recruited by the mayor of Major City to join a special commission. You 

accepted enthusiastically, because you want to have an impact on the long-range 

recommendations that the commission will develop. You are widely respected on the 

island and are known to be an expert in your specialty. The mayor has indicated that 

your frame of reference will be important to the commission’s functioning. 

The Job of the Commission 

The commission was formed as one of the requirements for getting a large grant for 

Major City. A total of twenty million dollars has been earmarked for the city—four 

million a year for five years. 

The mayor has formed this commission to: 

1. Formulate a plan for consideration of the important factors affecting the city’s 

future; and 

2. Make specific recommendations to the Major City Governmental Council for the 

use of the funds. 

The funds will begin arriving in eighteen months, and the mayor has given the 

commission twelve months to complete its work. The mayor has explained that this 

blue-ribbon commission was formed so that the recommendations would have the 

greatest possible weight and has expressed the intention to work for the adoption of all 

the commission’s recommendations. 

One important background factor is that no more than 50 percent of the funds may 

go into capital development; i.e., human service programs must comprise at least onehalf 

of the commission’s recommendations. 

The Meeting Schedule 

The next hour represents the four major quarterly meetings of the commission. Each 

meeting will last about fifteen minutes in “real time.” 

1. At the first meeting, the assignment is to create a “chart of work” for the 

commission’s next three meetings. 

2. The second and third meetings are for carrying out the chart of work. 

3. A product of the last meeting will be an actual set of recommendations for the 

use of the twenty million dollars over the next five years. (You also will be asked 

to hand in this list on a sheet of newsprint.) 

Note: Take a minute to get into the feeling of your role. Imagine what a person in your 

role would think. What viewpoints would you hold? What would be important to you as 

you act out your role? Having thought about these things, behave from this frame of 

reference as you participate in the commission meetings. 

456 ❘❚ 


ISLAND COMMISSION MAJOR CITY INFORMATION SHEET 

Major City is located on the coast of Independent Island (250 square miles), two 

hundred miles from the mainland of Friendly Power. 

The population of 200,000 has grown rapidly in recent years because of 

immigration. These are forty square miles of city and suburbs. The surrounding area is 

good agricultural land. Little unused land remains in the urban area. 

All power for domestic and industrial use depends on fuel imported from Friendly 

Power. The present power plant is being operated at 98 percent of capacity. The sewer 

and water plants are now operating beyond design capacity. 

Major City’s economy depends on the processing and export of the agricultural 

production of the island (35 percent), minerals mined on the island (15 percent), tourism 

(25 percent), the Friendly Power naval base (10 percent), and miscellaneous income (15 

percent). Although the general economy is good, there is some unemployment and a 

sizable population of poor people. 

Half of Major City’s food is grown on the island. In addition to the beaches and 

climate, the major attractions are the island’s unspoiled rural scene and the fresh fruits 

and vegetables, available all year, that are the basis of the famous native cuisine. The 

airport, located on the navy base, is used jointly for military and commercial planes. The 

harbor has been famous for centuries. Although picturesque, it is a very busy port, 

suitable for modern ships. 


ISLAND COMMISSION ENVIRONMENTAL BULLETIN 1 

The schools of Major City have become badly overcrowded, and a study just released to 

the news media states statistical proof that the quality of education is slipping. 

The supply of transportation fuel has, without warning, been cut by 50 percent. 

Reports indicate that this is not a temporary shortage. 

The heavy tourist influx from Friendly Power is just beginning, and the car rental 

people are expecting a big season. 

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Growth in Major City has resulted in the need to expand the hospital facilities. The 

food-processing industry on which the city depends heavily also needs to expand in 

order to survive. The hospital and the industry are competing for the same space; no 

other space is available within the city limits. 

The Friendly Power Navy has recently learned and has proof that a large part of the 

economy of Independent Island has depended on the illicit cultivation of opium poppies. 

The Navy has stated that if the traffic in opium is not eliminated, it will pull out of its 

installation. 

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The Aviation Administration has stated that the airport cannot handle the large transport 

and passenger jets now in almost exclusive use by all major airlines serving the island. 

Organized low-income residents demand that no expenditures be made until 

housing for the poor is provided. The older, established residents are demanding twoacre 

zoning for all new housing starts, in order to preserve the character of the city and 

the island. 

458 ❘❚ 


❚❘ 

FORCE-FIELD ANALYSIS: 

INDIVIDUAL PROBLEM SOLVING 

Goals 

■ 

■ 

To study dimensions of problems and to devise strategies for solving them through 

diagram and analysis. 

To experience the consultative role. 

Group Size 

Up to ten trios. 

Time Required 

Approximately two and one-half hours. 

Materials 

■ 

■ 

■ 

A copy of the Force-Field Analysis Inventory for each participant. 




A room large enough so that the trios may carry on a discussion without distracting 

other trios. 

Process 

1. The facilitator distributes a copy of the Force-Field Analysis Inventory, a pencil, and 

a portable writing surface to each participant. 

2 The facilitator announces that participants have thirty minutes to complete parts I 

and II of the inventory. 

3. When everyone has finished parts I and II, the facilitator introduces part III with a 

lecturette on planned change and Lewin’s force-field analysis. The facilitator may 

wish to make the following points: 

In planning specific changes to deal with a problem, one should be aware that 

increasing the driving forces to change the status quo also produces increased 

tension. One should also be aware that whatever change in status quo has been 


accomplished will be lost if the driving force is reduced. A change in the status quo, 

then, can best be accomplished by reducing the strengths of the restraining forces 

while maintaining the force of the drive. If the driving forces are not maintained, the 

tension will be reduced without any change in the status quo. 

4. The facilitator directs participants to work for about ten minutes on part III. (They 

may not complete this task in the allotted time, but the next step does not require its 

completion.) 

5. Participants are instructed to select two others with whom they feel comfortable 

working on problems. Each trio is seated so that it does not distract other trios. 

6. Three rounds of consultation are begun. In three thirty-minute periods, each member 

of the trio, in turn, plays the role of a consultant, then a client, and then a process 

observer. In each period, twenty minutes is allotted for consultation and ten minutes 

for feedback to the consultant. 

7. Trios process the entire experience. 

Variations 

■ 

■ 

■ 

The activity can be carried out privately, in pairs, or in groups. In a work group, 

members can jointly analyze a problem. 

The consulting trios design can be used with other problem-analysis models. 

The inventory can be used as an interview guide for consultation with a client. 

460 ❘❚ 


FORCE-FIELD ANALYSIS INVENTORY 1 

PART I: Problem Specification 

Think about a problem that is significant in your “back-home” situations. Respond to 

each item as fully as necessary for another participant to understand the problem. 

1. I understand the problem specifically to be that... 

2. The following people with whom I must deal are involved in the problem: 

Their roles in this problem are... 

They relate to me in the following manner: 

3. I consider these other factors to be relevant to the problem: 

4. I would choose the following aspect of the problem to be changed if it were in my 

power to do so (choose only one aspect): 

1 

The Force-Field Analysis Inventory is based on a questionnaire invented by Warren Bennis and draws in part also on material 

developed by Saul Eisen. 


PART II: Problem Analysis 

5. If I consider the present status of the problem as a temporary balance of opposing 

forces, the following would be on my list of forces driving toward change: (Fill in 

the spaces to the right of the letters. Leave spaces to the left blank.) 

_______a. ________________________________________________________ 

_______b. ________________________________________________________ 

_______c. ________________________________________________________ 

_______d. ________________________________________________________ 

_______e. ________________________________________________________ 

_______f. _________________________________________________________ 

_______g. ________________________________________________________ 

_______h. ________________________________________________________ 

6. The following would be on my list of forces restraining change: 

_______a. ________________________________________________________ 

_______b. ________________________________________________________ 

_______c. ________________________________________________________ 

_______d. ________________________________________________________ 

_______e. ________________________________________________________ 

_______f. _________________________________________________________ 

_______g. ________________________________________________________ 

_______h. ________________________________________________________ 

7. In the spaces to the left of the letters in item 5, rate the driving forces from 1 to 5, 

using the following rating key: 

Rating Key 

1. It has almost nothing to do with the drive toward change in the problem. 

2. It has relatively little to do with the drive toward change in the problem. 

3. It is of moderate importance in the drive toward change in the problem. 

4. It is an important factor in the drive toward change in the problem. 

5. It is a major factor in the drive toward change in the problem. 

462 ❘❚ 


8. In the spaces to the left of the letters in item 6, rate the forces restraining change, 

using the rating scale in item 7. 

9. In the following chart, diagram the forces driving toward change and restraining 

change that you rated in items 7 and 8. First write several key words to identify each 

of the forces driving toward change (a through h), then repeat the process for forces 

restraining change. Then draw an arrow from the corresponding degree of force to 

the status quo line. For example, if you considered the first on your list of forces 

(letter a) in item 5 to be rated a 3, draw your arrow from the 3 line in the “a” column 

indicating drive up to the status quo line. 

Restraining Forces 

Driving Forces 

PART III: Change Strategy 

10. Select two or more restraining forces from your diagram and then outline a strategy 

for reducing their potency. 

11. Apply the following goal-setting criteria (the SPIRO model) to your change strategy: 

S—Specificity: Exactly what are you trying to accomplish? 

P—Performance: What behavior is implied? 

I—Involvement: Who is going to do it? 

R—Realism: Can it be done? 

O—Observability: Can others see the behavior? 


❚❘ 

DHABI FEHRU: AN MBO ACTIVITY 

Goals 

■ 

■ 

■ 

To examine the process of developing task goals for individuals who are working 

together on a team project. 

To provide participants an opportunity to practice writing objectives as part of a 

Management by Objectives training session. 

To experience the difference between preparing goals for oneself and for others. 

Group Size 

One to five subgroups of six to nine members each (eight per group is ideal). 

Time Required 

Three hours. 

Materials 

■ 

■ 

■ 

■ 

■ 

■ 

A copy of the Dhabi Fehru Guidelines for Writing Specific Objectives for each 

participant (optional). 

A copy of the Dhabi Fehru Background Information Sheet for each participant. 

A copy of the Dhabi Fehru Task Sheet for each participant. 

A copy of the Dhabi Fehru Observer Sheet for each observer. 


Newsprint and a felt-tipped marker for each subgroup. 


A room in which all subgroups can work without disturbing one another, with chairs and 

a table for each subgroup. 

Process 

1. The facilitator presents a lecturette on Management by Objectives (MBO). 

2. The facilitator reviews the Dhabi Fehru Guidelines for Writing Specific Objectives 

(copies may be distributed to participants, if desired). 

464 ❘❚ 


3. The facilitator announces that consultant teams will be formed to prepare objectives 

for the various departments of the newly formed government of the kingdom of 

Dhabi Fehru. The participants are divided into subgroups and an observer is 

appointed from each subgroup. 

4. The facilitator gives each participant a copy of the Dhabi Fehru Background 

Information Sheet, a copy of the Dhabi Fehru Task Sheet, blank paper, and a pencil. 

Each observer receives a copy of the Dhabi Fehru Observer Sheet. The facilitator 

allows time for the participants to read the information and answers any questions. 

5. The participants are told that they will have two hours in which to complete the task. 

They are told that this time includes their organization time (the time they will have 

to form a formal group, determine who their leader is, allocate tasks, etc.). The 

observer in each subgroup serves as the Dhabi Fehru task coordinator. Questions or 

problems that the coordinator cannot resolve are to be brought to the attention of the 

facilitator. (Two hours.) 

6. The facilitator gives participants a ten-minute time warning and directs each 

subgroup to post on newsprint one objective in each area. 

7. The facilitator stops the activity, reassembles the total group, and leads a discussion 

comparing the various subgroups’ objectives, using the Dhabi Fehru Guidelines for 

Writing Specific Objectives. The facilitator avoids discussion of content details, e.g., 

whether certain assumptions arc accurate or incorrect; the only relevant concern is 

whether or not an objective is properly prepared. The facilitator should accept all 

factual assertions and assumptions made by advisory team members and should 

concentrate on whether the objectives written from those assumptions meet the 

criteria of good objectives. 

8. If desired, the facilitator can focus the group on the task-organization process. This 

should be done only after the critique of objectives (step 7) is completed. The task 

coordinators then report on each subgroup’s process. 

Variations 

■ 

■ 

■ 

Development of team-member work objectives can be omitted. 

The facilitator can introduce an element of intergroup competition by announcing that 

the objectives will be judged and the best advisory team selected. 

The task coordinator (observer) can be told that he or she is a native of Dhabi Fehru 

and is concerned with getting the most possible out of the advisory team. Depending 

on how strongly this is put, a degree of intercultural conflict can be introduced. 

Submitted by Dwight Bechtel. 


DHABI FEHRU GUIDELINES FOR WRITING SPECIFIC OBJECTIVES 

Format for a Well-Stated Objective 

1. Person(s) responsible 

2. Action verb 

3. Specific, measurable end result 

4. Specific time period or date 

5. Cost in dollars and/or work hours. 

A good objective states the who, what, when, and maximum cost but avoids the how and 

the feasibility. The action plan will cover the how and test the feasibility. 

Checklist for a Good Statement of an Objective 

Items 1 through 5 on this checklist are critical. Items 6 through 10 are important but not 

necessarily critical (as part of the written objective). 

1. Is the objective stated in explicit and concrete terms? If possible, is the objective 

quantified? 

2. Does it state what is to be done? 

3. Does it state what the objective hopes to achieve? 

4. Does it state who has responsibility for doing it? 

5. Does it state when it is to be completed? 

6. Does it contain a succinct statement explaining the approach to be employed in order 

to achieve the objective? 

7. Does it include a statement of the justification for accomplishing the objective? 

8. Does it detail the resources necessary for its accomplishment? 

9. Does it state who is to coordinate different parts of the overall objective? 

10. Does it state the criteria by which the accomplishment of the objective can be 

measured? 

Common Deficiencies in Statements of Objectives 

1. Objectives are set too low to truly challenge capabilities. 

2. Individuals or groups overestimate their capabilities with inappropriate or 

impossible objectives. 

3. Objectives do not reflect the responsibilities of the individuals who make them. 

4. The objective is concerned with how to do something rather than with what is to be 

done. 

466 ❘❚ 


5. No one is assigned responsibility for achieving the objective. 

6. Objectives reflect an individual’s perception of what the supervisor wants, not what 

can actually be achieved. 

7. Objectives that are subsequently proven unfeasible, irrelevant, or impossible are not 

revised or deleted. 

8. Objective completion dates are too optimistic. 

9. The justification for an objective is not clearly stated. 

10. The approach designed to achieve the objective is inadequate. 

Examples of Well-Stated Objectives 

1. The mail-room supervisor will be responsible for providing mail pickup from and 

distribution to five central locations within the company three times daily so as to 

maximize convenience for all fifteen departments. This objective shall be 

accomplished by January 15 at an implementation cost of no more than $550 and 

twenty hours work time, with an increased operational cost to the mail room not to 

exceed $100 and five work hours per week. 

2. The head of the maintenance department and the assistant manager of computer 

operations will act as a team to be responsible for developing and implementing a 

computerized program for building maintenance by October 31 at a cost of no more 

than $2,000 and forty work hours. 

3. The executive team, working with the personnel director, shall take actions to reduce 

the organizational absentee rate from 9 percent to 5 percent, by September 1, at a 

cost not to exceed thirty-five work hours and with no increase in the existing budget. 

4. The training director will develop a communication-skills program for mid-level 

managers, costing no more than forty work hours to develop and no more than $500 

per manager to operate (including the training department’s budget as well as the 

cost of the manager’s time, with a maximum allowable time charge of $300 per 

manager). 


DHABI FEHRU BACKGROUND INFORMATION SHEET 

Dhabi Fehru is a small country. The population of two million consists primarily of 

nomadic desert tribespeople who have been ruled for centuries by one of the eight 

sheiks. In 1880, Dhabi Fehru became a British Protectorate; when this status ended ten 

years ago, the ruler, Emir Ibn Ben Dhab, proclaimed his state an independent nation and 

was crowned king. Dhabi Fehru is about 100,000 square miles in size, but most of the 

land area is desert. There are only two cities of any size, Dhabistan (the capital), with a 

population of 200,000, and Kalmiz, with 70,000 inhabitants. 

Since huge oil reserves were discovered about four years ago, there have been some 

changes, especially in the overall standard of living. Per-capita income is among the 

highest in the world. Food, housing, education, and medical services are free to all 

citizens (within the limits set by availability—there is, for example, one hospital in the 

country). Five years ago the literacy rate was close to zero; now it is about 10 percent. 

English is a second language to most of the population—a heritage of British rule. 

Oil income is expected to rise for at least the next decade. After that, it should be 

stable for at least another ten years before beginning to decline slowly as the oil reserves 

are depleted. The king has, therefore, decided to mount an all-out effort toward creating 

for Dhabi Fehru a self-sustaining industrial base. Toward this aim, King Dhab has 

recently brought in several teams of advisors from other countries to create specific 

objectives for development. 

468 ❘❚ 


DHABI FEHRU TASK SHEET 

Dhabi Fehru has immense wealth; per-capita income is among the highest of any nation 

in the world. The oil will not, however, last forever. The ruler, King Ibn Ben Dhab has 

brought in several consultant teams to advise him in his effort to develop Dhabi Fehru 

into a modern industrial nation. You are a member of one of these teams. 

Your group’s observer will serve as task coordinator. He or she is to assist your 

group of advisors to whatever extent is deemed appropriate. The task coordinator is to 

record team organization (who the team leader is, etc.). A formal organizational chart is 

required. Teams not submitting an organizational chart showing each member’s formal 

position will be dismissed and sent home on the next freighter. 

Once the advisory team has determined its formal structure, each consultant will 

prepare objectives for one or more of the areas listed below. Prior to beginning this task, 

written objectives must be given to the task coordinator. 

People who hold supervisory positions in the advisory team (not including the task 

coordinator) may not work on developing objectives for Dhabi Fehru but may advise 

subordinates, as appropriate. Supervisors may consult with their subordinates in 

developing the subordinates’ work objectives. 

Consultants—advisory team members other than supervisors—will prepare 

objectives for one or more of the following areas: 

Education 

Foreign Affairs 

Health 

Recreation 

Armed Forces 

Welfare 

Industry 

Transportation 

Water and Sewage 

Energy 

Housing 

Environmental Protection 

Agriculture 

Finance and Investments 

Each of these areas must be assigned and covered. 

Task Summary 

1. Organize; provide task coordinator with a team organizational chart. 

2. Prepare work objectives for each advisory team member. 

3. Prepare objectives for Dhabi Fehru. 

You have two hours in which to complete these tasks. 


DHABI FEHRU OBSERVER SHEET 

1. You are to approve or disapprove your subgroup’s organizational chart. All 

members of the advisory team must be shown on the chart. You may not make 

suggestions on how to make the chart. The chart need not follow traditional 

organizational patterns. As long as everyone is assigned a position within the 

organization, it is acceptable. 

2. Observe to see if there are any specific skill considerations in assigning jobs during 

the activity. 

3. Enforce the writing of work objectives before allowing the advisors to begin writing 

objectives for Dhabi Fehru. 

4. Check all work objectives to see if each contains the following: 

a. Person(s) responsible 

b. Action verb 

c. Specific, measurable end result 

d. Specific time period or date 

e. Cost in dollars and/or work hours. 

Question the group members to be sure that they understand the task, i.e., do all 

members thoroughly understand the objective in its final form? 

5. You may answer questions as you see fit. While you need not share the information 

on this sheet, you may choose to do so. In order for the project to go well, you must 

share the information on the Dhabi Fehru Task Sheet and you must carry out the 

above instructions. 

470 ❘❚ 


❚❘ 

WRECK SURVIVORS: 

OPERATING FROM STRATEGIC ASSUMPTIONS 

Goals 

■ 

■ 

■ 

To explore common patterns found in group problem solving and consensus seeking. 

To enable participants to practice clarifying strategic assumptions. 

To identify the differences between “strategy” and “tactics.” 

Group Size 

Up to seven subgroups of five to seven members each. 

Time Required 

Two hours to two hours and twenty minutes. 


A room with a chair for each participant and enough space for the subgroups to work 

without disturbing one another. (One room that will accommodate the total group and 

smaller rooms in which the subgroups can meet is best.) 

Materials 

■ A copy of Wreck Survivors Situation Sheet for each participant. 

■ A copy of the Wreck Survivors Individual Task Sheet for each participant. 


■ A copy of the Wreck Survivors Group Task Sheet for each subgroup. 

■ A copy of the Wreck Survivors Possible Solutions Sheet for each participant. 

■ A newsprint flip chart and felt-tipped markers for each subgroup. 


Process 

1. The facilitator introduces the activity as a problem-solving task and distributes a 

copy of the Wreck Survivors Situation Sheet and a copy of the Wreck Survivors 

Individual Task Sheet to each participant. The facilitator tells the participants to read 

their sheets individually and then to begin the task. (Ten minutes.) 


2. After ten minutes, the facilitator calls time and divides the total group into 

subgroups of five to seven members each. Each subgroup receives a copy of the 

Wreck Survivors Group Task Sheet, a newsprint flip chart, and felt-tipped markers 

and is directed to a different area of the room or to a separate room. The subgroups 

are advised that they have forty-five minutes in which to read the group task sheet 

and to complete the task. (Five minutes.) 

3. After thirty minutes, the facilitator warns the subgroups that they have fifteen 

minutes left. When the time is up, the subgroups are directed to return to the main 

meeting area with their flip charts. (Fifty minutes.) 

4. The facilitator explains that there is not just one correct solution and that each 

subgroup’s implicit survival strategy will have affected its choice of items. The 

facilitator asks each subgroup, in turn, to post its list of items. The subgroup 

members then are asked to report what they think their survival strategy was and 

how they think that strategy affected their choice of items, highlighting the first 

three and the last three items on its list as examples. (Ten to twenty minutes.) 

5. The facilitator distributes a copy of the Wreck Survivors Possible Solutions Sheet to 

each participant and allows time for the sheet to be read. (Five minutes.) 

6. The subgroups’ lists are then reviewed for similarities to the strategies identified on 

the Wreck Survivors Possible Solutions Sheet. Additional strategies are also 

identified. If it appears that any subgroup failed to reach a decision about its 

strategy, the facilitator asks how that affected the subgroup’s deliberations, i.e., how 

did that subgroup’s process differ from that of the other subgroups? (Five to ten 

minutes.) 

7. The facilitator says that, in any consensus task, it is usual for some group members 

to try to “sell” their own assumptions and choices to their groups. The facilitator 

asks how the focus on group strategy as a task affected this tendency. (Five to ten 

minutes.) 

8. The facilitator asks whether, in attempting to reach consensus, any subgroup 

members engaged in conflict-reducing strategies such as voting, “horse-trading,” 

averaging, or the like. The participants are encouraged to assess the impact of such 

behaviors on the strategic quality of the subgroup’s decision. (Five to ten minutes.) 


■ How often, in real life, do groups start with an analysis of the situation and the 

task? 

■ How often do members stop to consider whether they have different perceptions 

of the final objective or strategy and, thus, of what tactics are needed to attain it? 

■ How would you describe your organization’s strategy? Can you identify it? How 

does it affect what is done in your organization? 

■ What have you learned most from this experience? 

472 ❘❚ 


■ How can you use these learnings with other groups? 


Variations 

■ The Wreck Survivors Group Task Sheet can be amended to indicate that a strategy for 

survival is a key element and that each subgroup is to articulate the strategy for 

survival on which its final list is based. 

■ A short lecturette on organizational strategy and how it affects tactics may be 

provided if appropriate to the group. 

■ A list of items generally found on boats may be supplied on the Wreck Survivors 

Individual Task Sheet. 

Submitted by Virginia Prosdocimi. 


WRECK SURVIVORS SITUATION SHEET 

A private yacht, sailing through an archipelago located between the 10th and 20th 

parallels in the Pacific Ocean, is caught in a sudden storm and runs aground violently on 

a coral reef. The passengers and crew miraculously reach the sandy shores of one of the 

islands. Shortly before the wreck, the crew had estimated that the port they were heading 

for was about 300 nautical miles away. Before abandoning ship, shortly before the 

impact, they tried a MAYDAY message on the radio with approximate coordinates; it 

was not possible to repeat the distress message or to receive a reply because of the rush 

of events. Unfortunately, the chances of the message getting through—in view of the 

atmospheric conditions, the quality of the transmission, and the distance—were very 

poor. 

The situation can be summarized as follows: 

1. The island is small and uninhabited. There is plenty of tropical vegetation, and 

among the plants abound coconuts, mangoes, and bananas. It rains in the 

afternoon most days, but the climate is mild and does not require heavy clothing. 

At low tide, fish and shellfish can be seen just offshore. 

2. Nobody had time to pick up any supplies from the yacht. The passengers’ and 

crew members’ pockets contain cigarettes, matches, two lighters, and a pocket 

knife. Among them, they have three watches. 

3. The lagoon between the beach and the coral reef where the yacht ran aground is 

approximately 900 yards in diameter and has an area of deep water. 

4. Only a few of the passengers and crew members are good swimmers. 

5. Most certainly, all the equipment aboard the yacht (i.e. radio transmitter, radar, 

generators) was destroyed on impact. 

6. The crew predicts that the yacht will be dragged along the reef and will sink at 

high tide about eight hours later. 

The total group has decided that the wrecked yacht must be reached before it sinks 

in order to recover those items necessary for future survival. Those persons who are the 

best swimmers will go to analyze the situation on board the yacht and attempt to bring 

supplies back to the shore. The group needs to prepare a list of those items that it 

considers most valuable for the group, selecting them in order of priority. Anticipating 

this, some crew members have compiled lists of items they think will be needed. 

Because time is valuable, it is decided that the total group’s list will include fifteen of 

these items (the most that can be retrieved in the time available), listed in order of 

priority. Each person may suggest one alternative item not on the original list, which he 

or she may place on the list of fifteen if so desired. 

474 ❘❚ 


WRECK SURVIVORS INDIVIDUAL TASK SHEET 

During this task, do not communicate with anyone. Your task is to rank, in order of 

priority, fifteen items from the following lists. In addition, you have the option to add 

one item of your choice that in all probability was left on board the yacht. Next to the 

number “1” on the next page, write the name of the item you believe is the most 

important. Continue until you reach number “15,” the least-important item. You will 

have fifteen minutes to complete this task. 

These items are the choices of five members of the crew: 

Chris 

ax 

hammer and nails 

knives 

fishing tackle 

transistor radio 

plastic buckets 

Pat 

bed sheets 

blankets 

cooking pots 

canned food 

beverages 

first aid kit 

Dale 

suntan lotion 

toilet articles 

mirror 

condensed milk 

chocolate bars 

mosquito netting 

Kelly 

rope 

binoculars 

water tanks 

large plastic sheet 

bottles of rum 

life preservers 

Robin 

marine charts 

pistol and ammunition 

wooden planks 

tool box 

flippers and harpoon 

shark repellent 

Item of your choice, if any: 


Individual Ranking 

1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

10. 

11. 

12. 

13. 

14. 

15. 

476 ❘❚ 


WRECK SURVIVORS GROUP TASK SHEET 

The subgroup members now will have to agree on a single list, which they will write on 

newsprint—fifteen items in order of priority, including those items most likely to ensure 

survival. 

It is important to remember that: 

■ You must reach a consensus regarding the ranking given to each item. 

■ “Consensus” means that each member of the subgroup agrees to the plan, at least 

to some degree. Coercion and methods of conflict avoidance such as averaging, 

voting, and “horse-trading” are not recommended. 

■ The subgroup may organize as it wishes to obtain the best results. 

The subgroup has forty-five minutes in which to complete this task. 

Group Ranking 

1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

10. 

11. 

12. 

13. 

14. 

15. 


WRECK SURVIVORS POSSIBLE SOLUTIONS SHEET 

There is no single, correct solution regarding the priority listing. What is important is the 

coherence between the strategy for survival adopted and the priority of items to achieve 

that objective. The key is to decide on an objective or strategy before taking action (such 

as swimming to the yacht) or engaging in “tactics.” Tactics are the actions specifically 

planned to carry out a strategy. If clarity on objectives is not achieved at the beginning, 

the group is unlikely to produce a list that will achieve any particular objective. 

Some possible group strategies, and the different lists that result, are as follows: 

Attempt to be rescued. This strategy requires attracting the attention of potential 

rescuers who may have heard the MAYDAY transmission, who may be concerned with 

lack of news from the yacht, or who may be passing by the island. The items of higher 

priority in this list would be those that indicate the presence of survivors on the island 

and that attract attention from the sea or air. For instance, the mirror, the binoculars, and 

signal flares (an added item), which are available on almost any vessel or lifeboat, 

would be most important to retrieve. 

Leave the island. This strategy might include using an inflatable boat or a makeshift 

raft and sailing from island to island until reaching one that is inhabited or until reaching 

the yacht’s original destination. In this scenario, the priority items would be an inflatable 

boat and/or the tools and materials to build a raft (from wooden planks or tree trunks), as 

well as navigational instruments such as nautical charts, a compass, bed sheets and ropes 

to manufacture sails, water tanks, etc. 

Continue on vacation. The island seems hospitable, food and rainwater are 

available if harvested, and the climate is mild. The decision could be to leave things as 

they are or to postpone the decision until a later date. In this case, those items that would 

provide food and shelter and make life most comfortable and enjoyable would have 

greatest priority. Such items might include mosquito netting, canned food, cooking pots, 

books, and so on. 

478 ❘❚ 


❚❘ 

VALUES, VISIONS, AND MISSIONS: USING 

PERSONAL STRATEGIC PLANNING 

Goals 

■ 

■ 

■ 

■ 

To introduce the participants to the strategic planning process as it can be applied in 

their own lives and careers. 

To offer the participants an opportunity to explore and define their individual 

directions in terms of life and career issues. 

To help each participant define his or her personal values and create a personal vision 

statement and a mission statement. 

To offer the participants a chance to give and receive feedback about their values, 

their vision statements, and their proposed mission statements. 

Group Size 

Any number of subgroups of three participants each. If necessary, one or two subgroups 

may have two or four members each. 

Time Required 

Approximately one and one-half to two hours. 

Materials 

■ A copy of the Values, Visions, and Missions Work Sheet for each participant. 




Each subgroup should have chairs and a table (or movable desks). If tables or desks are 

not available, the facilitator may distribute clipboards or other portable writing surfaces. 

Process 

1. The facilitator introduces personal strategic planning as an adaptation of strategic 

planning for organizations. Each participant is given a pencil and a copy of the 

Values, Visions, and Missions Work Sheet and is asked to read Parts 1 and 2. After 

all participants have finished reading, the facilitator leads a discussion about Parts 1 

and 2, ensuring that the participants understand the basic process of personal 


strategic planning as well as the terms “values,” “vision statement,” “mission 

statement.” 


2. Subgroups of three members each are formed. Each participant is instructed to work 

individually to complete Parts 3, 4, and 5 of the work sheet. (Approximately twenty 

minutes.) 

3. After all participants have completed Parts 3, 4, and 5, the facilitator invites the 

members of each subgroup to share their values, vision statements, and mission 

statements and to ask for feedback on the consistency among these components and 

whether their mission statements meet the criteria listed in Part 5. The facilitator 

emphasizes that all sharing is to be done on a voluntary basis: participants may 

share as much or as little as they wish. 

(Thirty minutes). 

4. The participants are instructed to complete Part 6 of their work sheets. 

(Five to ten minutes.) 

5. The facilitator summarizes the initial stages of the planning process (Parts 3 through 

6 of the work sheet), outlines the subsequent steps of the process (setting specific 

goals and developing strategies to achieve those goals, as described in Part 7), 

briefly reviews the tips in Part 8, and encourages the participants to establish goals 

and strategies on their won after they leave the training session. (Five to ten 

minutes.) 

6. The facilitator leads a concluding discussion by asking questions such as the 

following: 

■ What was it like for you to write your values, vision statement, and mission 

statement? What was it like to share them with others? 

■ How did your subgroup discussion help in the process of creating a final mission 

statement? 

■ What have you learned about yourself? What have you learned about personal 

strategic planning? What have you learned about the importance of sharing your 

vision and mission statements with others? 

■ What will you do differently in your personal or professional life now that you 

have completed this activity? 

■ How will you follow up on your vision and mission statements to continue the 

process of personal strategic planning? What are your plans for sharing your 

vision and mission statements with significant others? 


7. The participants are encouraged to review their values, vision statements, and 

mission statements from time to time and to make adjustments as necessary. The 

480 ❘❚ 


facilitator again emphasizes the importance of developing goals and strategies after 

the training session and reminds the participants of the first item in Part 2 of the 

work sheet: “Strategic thinking is an ongoing process, not something you do once 

and then abandon.” 


Variations 

■ 

■ 

■ 

■ 

■ 

At the conclusion of the activity, the facilitator may invite the participants to post 

their final mission statements and to review the posted work. 

The work sheet may be completed by an individual working alone or by two partners 

who provide feedback and help each other. 

Posters with vision and mission statements may be prepared and displayed as 

examples. 

The process may be extended using Part 7 of the work sheet. As feedback can be an 

important part of goal setting, the facilitator may invite the participants to share some 

of their goals in their subgroups. 

If this activity is used with an ongoing work group. Personal mission statements may 

be discussed in light of the team’s mission or the organization’s mission. 

Submitted by Chuck Kormanski. 


VALUES, VISIONS, AND MISSIONS WORK SHEET 1 

PART 1: Definition of Personal Strategic Planning 

Personal strategic planning is the process by which you create a vision of your future 

and then determine specific steps to take to achieve that future. The process begins with 

clarifying values, writing a vision statement, and then developing a mission statement. 

Definitions of these terms are as follows: 

■ Values: “Concepts, principles, or standards that drive one’s decisions and actions.” 

Examples of values are honesty, persistence, dependability, self-sufficiency, and faith. 

■ A vision statement: “ A statement of three or four sentences describing a desired 

future not a predicted future.” Here is an example of a vision statement (stated as if 

the vision has already been achieved, so that it is positive and powerful): “I am a 

person who is peaceful and an example to others of that peace, which comes from 

faith in God. I am considered to be an inspirational teacher of great integrity. I lead a 

simple life style that includes plenty of time for myself, my family, and my friends as 

well as service to others.” 

■ A mission statement: “A succinct, easy-to-remember statement that provides direction 

for one’s life.” Here is an example of a very short mission statement developed from 

the sample vision statement quoted above:” I am committed to living in accordance 

with my faith in God, maintaining a happy marriage, and being a loving and 

supportive parent. In my professional life, I seek to empower high school students by 

providing quality teaching while adhering to my religious principles. I want to live a 

simple life style.” Note that mission statement may be lengthier if desired, but brevity 

is important. 

During this process it is critical to ensure consistency between values, the vision 

statement, and the mission statement. If these three components are not consistent, it is 

not possible to devise a workable plan. 

Notes: 

1 

The process of personal strategic planning described in this work sheet is based on Shaping Your Organization’s Future: Frogs, 

Dragons, Bees, and Turkey Tails by T.M. Nolan, L.D. Goodstein, and J.W. Pfeiffer, 1993, San Diego, CA: Pfeiffer & Company. 

482 ❘❚ 


PART 2: Personal Strategic Planning Principles 

Here are some principles to keep in mind while doing personal strategic planning: 

1. Strategic thinking is an ongoing process, not something you do once and then 

abandon. Therefore, the process allows you to adapt to change. 

2. Change is a given, not a choice. The choice you have is whether or not you want to 

influence the change. 

3. You cannot predict the future, but you can influence it by creating a vision 

statement. 

4. The future is not what it used to be. At one time, the immediate future looked very 

much like the present. Today change is so rapid that even the immediate future can 

be very different from the present. 

5. There are no permanent solutions, only temporary one. 

6. Any opportunity you fail to take may never come your way again. 

7. Decision making includes action. 

8. You cannot do everything at once. 

9. The most difficult decision you make today will not affect you until tomorrow. A 

strategic decision will not have a major impact on today’s activities, but it will place 

you in a position of leverage whereby you can influence tomorrow’s activities. 

10. Without a vision of the future, a person becomes directionless. 

Notes: 


PART 3: Collecting Information for Your Vision and Mission Statements 

To collect information to be used in creating your vision and mission statements, write 

answers to the following four questions: 

1. List some core values that have been important to you throughout your life. 

2. Describe the person you want to be and the life style you want to lead. 

3. Describe the career you want and the professional person you aspire to become. 

4. Describe you distinctive competency. 2 

2 

Your “distinctive competency” is the quality or attribute that distinguishes you from other people and makes you unique. You might 

want to think of it as your most significant characteristic, skill, or ability. 

484 ❘❚ 


PART 4: Creating Your Vision Statement 

How would you like to see yourself three to five years from now? Your next task is to 

write a statement of what you envision for yourself. 

Ford and Lippitt (1988) describe how to approach the process of creating a vision 

statement: 

While working on your vision, try to suspend your internal critic as well as any inclination to be 

modest or prudent. At this point don’t concern yourself with whether your vision is achievable. 

This is a time to entertain notions of greatness, to reach as far as your desires with take you.(p.8) 

Use the space below to describe your desired future in general terms. 

Write about three or four sentences. 


PART 5: Writing Your Mission Statement, First Draft 

■ Before you begin work on a mission statement, review the following ten criteria and 

make notes about items to include in your own statement. 

Ten Criteria for Evaluating Mission Statements 3 

Your mission statement should: 

1. Be clear and understandable to significant others. 

2. Be brief enough to keep it in mind. 

3. Specify your career direction. 

4. Include a short description of your preferred life style. 

5. Reflect your distinctive competency 

6. Be broad enough to allow flexibility in implementation-but not so broad that it lacks 

focus. 

7. Serve as a guide for making personal and career decisions. 

8. Reflect your values, beliefs, and philosophy. 

9. Be achievable ( challenging and realistic). 4 

10. Serve as a source of energy for you. 

3 

From Applied Strategic Planning: A Comprehensive Guide (p. 188) by L.D. Goodstein, T.M. Nolan, and J.W. Pfeiffer, 1992, San 

Diego, CA: Pfeiffer & Company. Adapted by permission. 

4 

Think of your mission statement as your vision made realistic. 

486 ❘❚ 


■ 

Write a rough draft of your mission statement, keeping in mind the ten criteria on the 

previous page. 


PART 6: Writing Your Mission Statement, Final Draft 

Now write a final draft of your mission statement. 

488 ❘❚ 


PART 7: Devising Goals and Strategies to Achieve Your Vision 

After you have written the final draft of your mission statement, you are ready to 

develop goals and strategies. 

A goal is an objective that leads to achieving some portion of your vision. It must 

be consistent not only with your values and your mission statement but also with any 

other goals that you set. 

A goal is much more specific than your vision or even your mission statement. For 

example, if your vision includes “Having a successful career in graphic design,” then 

one of your goals may be “In the next two years, complete (with a final grade of at least 

B) the one-unit course entitled ‘Photoshop for Publications’ through the University of 

California at San Diego Extension.” 

Note the details included in the goal: a time limit (in the next two years), a criterion 

for success (with a final grade of at least B), the amount of credit earned on completion 

of the course (one unit), the specific title of the course (“Photoshop for Publications”), 

and the institution offering the course (the University of California at San Diego 

Extension). 

It is easy to see how realizing even one portion of your vision may required setting 

many such goals. 

Strategies 

A strategy is a method or technique for achieving a goal. Just a s realizing your vision 

will require setting a number of goals, achieving a single goal may require using a 

number of strategies. For example, achieving the goal of attending the course in 

photoshop may necessitate such strategies as changing job hours to accommodate course 

work, making arrangements to carpool to and from the course with a coworker, 

arranging for a babysitter to watch the children so that evening classes can be attended, 

and so on. 

The structure on the following page will help you to become acquainted with the 

procedure of setting goals and devising strategies to achieve those goals. For the purpose 

of this activity, select three goals in connection with realizing some component of your 

vision and outline the strategies necessary of achieving those goals. (Note: To achieve 

all components of your vision, you will need to repeat this procedure for each 

component.) 


Goal 

Strategies 

490 ❘❚ 


PART 8: Getting the Most from Personal Strategic Planning 

The following are tips for getting the most from personal strategic planning: 

■ 

■ 

■ 

■ 

■ 

■ 

■ 

Notes: 

Keep reviewing your vision and mission statements from time to time. Make 

alterations as necessary. 

If your picture of a desired future changes, remember to change your vision and 

mission statements and then your goals and strategies as necessary. Be willing to 

adjust your vision and mission statements (and associated goals and strategies) if 

you need/want to. 

Keep your vision and mission statements posted in your office, in a computer file, 

on your refrigerator or in any other prominent place where you will see them 

frequently. 

When you are making an important life or career decision, refer to your vision 

and mission statements and make sure that the decision your are contemplating is 

consistent with your intended direction. 

Share your vision and mission statements with significant others and ask for 

feedback about ways to achieve your vision. If you uncover inconsistencies 

between your vision and what significant others want/expect from you, work on 

those inconsistencies so that they do not interfere with meeting your goals. 

Keep on the lookout for opportunities that will help your reach your goals. This 

many include picking up related books and reading them, attending seminars and 

workshops, joining groups or organizations, and so on. 

Check on your progress toward goals at least every three months. 

REFERENCES 

Ford, G.A., & Lippitt, G.L. (1988). Creating your future: A guide to personal goal setting. San Diego, CA: Pfeiffer 

& Company. 

Goodstein, L.D., Nolan, T.M., & Pfeiffer, J.W. (1992). Applied strategic planning: A comprehensive guide. San 

Diego, CA: Pfeiffer & Company. 

Nolan, T.M., Goodstein, L.D. & Pfeiffer, J.W. (1993). Shaping your organization’s future: Frogs, dragons, bees, 

and turkey tails. San Diego, CA: Pfeiffer & Company. 


❚❘ 

THE RIVER OF CHANGE: 

EXPLORING COPING SKILLS 

Goals 

■ 

■ 

■ 

■ 

To review changes experienced by the participants during the past year. 

To introduce Bridges’ view of the change process. 

To explore the process of individual change by identifying change events, 

accompanying emotions, and typical patterns of coping. 

To anticipate changes the participants may experience in the next year and how better 

cope with them. 

Group Size 

Twelve to fifteen participants. 

Time Required 

One and one-half to two and one-half hours. 

Materials 

■ A copy of the River of Change Lecturette for each participant and the facilitator. 

■ A sheet of newsprint flip-chart paper for each participant. 

■ Several felt-tipped markers of different colors for each participant. 

■ A newsprint flip chart and felt-tipped markers for the facilitator. 



Table space and a chair for each participant. Enough wall space to post the pictures 

created by the participants. 

Process 

1. The facilitator states that the activity will explore the process of change and is 

divided into two parts: in the first part, individuals will work on their own; in the 

second part, they will work in pairs or trios. 

492 ❘❚ 


2. Each participant receives a sheet of newsprint flip-chart paper and several felt-tipped 

markers. The facilitator asks that each participant draw a river depicting the changes 

he or she has experienced in the past year, with a major focus on the change that was 

most significant or most impacted the participant. The change may be in the 

participant's personal or work life. Participants are instructed to recall the emotions 

involved and how they coped with their changes. The facilitator encourages the 

participants to be creative. Incidents or emotions in their rivers may be depicted as 

rocks, waterfalls, whirlpools, dams, storms, etc. (Fifteen to twenty minutes.) 

3. The facilitator calls time. All pictures are posted on the wall in a gallery format. The 

facilitator asks for a volunteer to share his or her picture with the rest of the group, 

describing his or her major change, emotions, and coping mechanisms. Each 

participant is asked to share in the same manner. (Fifteen to forty-five minutes.) 

4. As individuals share their changes, the facilitator records on the flip chart the 

changes, emotions, and coping mechanisms that have been mentioned. If a change, 

emotion, or coping mechanism is mentioned more than once, a check mark is put 

next to it each additional time it is mentioned. The flip chart may be set up as shown 

below: 

5. The facilitator leads the total group in discussing the activity. The following 

questions may be used: 

■ 

■ 

How did it feel to recall the changes you have experienced? 

Which changes happened to the most people? 


■ 

What emotions did most people experience? 

■ What techniques did most people use to cope with the changes? 


6. The facilitator distributes a copy of the River of Change Lecturette to each 

participant and delivers it orally. (Five minutes.) 

7. The facilitator solicits the participants' responses to the River of Change Lecturette 

and Bridges' view of change in light of what participants have reported about 

emotions and coping mechanisms. (Five to ten minutes.) 

8. Participants are directed to form pairs or trios. The facilitator tells them to discuss 

the following (and posts the list on newsprint where all can see it): 

■ What patterns they see in their rivers in terms of how they coped with their 

changes; 

■ How they feel about those patterns; 

■ What they would like to change about those patterns; and 

■ How each of them can cope more effectively with an upcoming change. 


9. The total group is reassembled, and the partners/triads report their common patterns 

and what they would change about those patterns. The facilitator records this 

information on the flip chart, as follows: 


494 ❘❚ 


10. The facilitator leads a discussion of the second half of the activity. The following 

questions may be used: 

■ What seems to be the most common pattern in coping with change? Which 

patterns seem to be unique? What does that suggest to you? 

■ What changes in coping mechanisms were suggested by most people? How do 

you react to that? 

■ What did you learn about yourself in this activity? 

■ What did you learn about change in this activity? 

■ Which coping mechanism do you predict will be the most helpful to you in the 

next year? How can you support yourself in using it? 


Variations 

■ With intact work groups or with people who work in the same part of an organization, 

the entire activity can be completed in small groups. Only work-related changes are 

used. 

■ As a final step, each participant can create a written action plan for how to cope with 

an anticipated change. 

■ As a final step, the participants may choose others who will be experiencing similar 

changes and contract to provide support and encouragement to one another. (Ten to 

fifteen minutes.) 

■ Participants can use the metaphor of a bridge instead of a river to focus on how best to 

make the transition to change. They can be asked to draw the “ending” as one end of 

the bridge, the “beginning” as the other end of the bridge, the river as the emotions 

experienced in the change, and the bridge span as the coping mechanism. 

Submitted by Mary Sue Barry. 


RIVER OF CHANGE LECTURETTE 

When people are faced with adjusting to change, a crisis often develops. For some 

individuals, change is a challenge; for others, it is a threat. Even changes we choose, 

such as marriage, having children, returning to school, and taking a new job, require 

some adaptation. One set of circumstances is ending while another set is beginning. 

The Chinese language has no one symbol for change. It requires two characters: one 

is the symbol for opportunity, the other is the symbol for danger or risk. All change, 

personal or organizational, carries both opportunity and risk. 

The change cycle, as described by William Bridges begins with endings. Endings 

are followed by a transition period, which can be a difficult time. We must let go of the 

past, as it no longer exists, and the future is uncertain. The final stage of change is the 

new beginning. We are energized by the future and move forward with anticipation of 

positive outcomes. 

As people progress through the cycle of change, they experience the emotions 

associated with the grieving process. Denial, disbelief, anger, anxiety, confusion, and 

bargaining lead to fear, uncertainty, and feeling lost and unattached, which turn into 

enthusiasm, hope, interest, assimilation, energy, and a sense of belonging. 

No one change happens in a vacuum; as we are asked to change at work, there are 

changes happening in our personal lives. Most of us can deal with a few minor changes 

at the same time, but as the number of changes we face builds up, our tolerance and 

ability to adapt gives out. It is much like a house of cards. Things are going along fine 

until a card is placed on top and the structure collapses. 

We may think that others are better or worse at coping with change in general. It is 

important to remember that each of us has our own frame of reference—how we view 

the world, how we make judgements, and how we place value on things. The challenge 

is to find coping mechanisms that can help us perceive and deal with the changes in our 

lives. One way of doing that is to look at past changes and examine how we perceived 

them and how we coped with them. A pattern will surface as we examine several past 

changes in our lives. By examining our patterns and discussing them with others, we can 

take the first step in improving our ability to deal with change. 

Based on William W. Bridges (1991), Managing Transitions: Making the Most of Change. Reading, MA: Addison-Wesley. 

496 ❘❚ 


❚❘ 

IDEAL WORK PLACE: 

CREATING A TEAM VISION 

Goals 

■ 

■ 

■ 

To align and energize team members through the process of visioning together. 

To encourage team members to create a collective vision of an ideal work scenario. 

To offer team members an opportunity to set in motion the actions needed to achieve 

that vision. 

Group Size 

All members of an intact work team. This activity is best used with a team that has prior 

team-building experience. 

Time Required 


Materials 

■ One copy of the Ideal Work Place Vision Sheet for each team member. 

■ A pencil for each team member. 

■ A clipboard or other portable writing surface for each team member. 

■ An audiotape player and a tape of relaxing music for step 2. 

■ A newsprint flip chart. 

■ A felt-tipped marker for each team member and one or more for the facilitator. 



A room large enough for the team members to work independently to create newsprint 

posters (see step 7). Comfortable, movable chairs should be provided. 

Process 

1. The facilitator explains the goals of the activity and then introduces the process as 

follows: 


“You will be imagining a time when everything is perfect for you in your work 

place. Before we begin. we will set up an imaginary ‘Later Box’ outside the room 

where you can place any distracting thoughts, skepticism, or negativism. They’ll be 

safe there, and you can pick them up later. In a few moments, I’ll be asking you to 

close your eyes to eliminate any visual distractions while you are seeing the future in 

your ‘mind’s eye.’ Now is the time to go ahead and deposit distracting thoughts in 

the ‘Later Box.’ If at any time during this visioning process you become 

uncomfortable, you may open your eyes and disengage. This vision is yours 

personally, you are in control of it, and you need not share anything later that is too 

private.” 


2. The facilitator starts the relaxing music and leads the team members through the 

following visioning process: [Note to the facilitator: The length of your pause after 

each question will vary, depending on the depth of the question. Pauses are never to 

be less than three seconds or more than forty-five seconds.] 

“Get in a comfortable position, loosen any restrictive clothing, uncross your arms 

and legs, and place your feet on the floor. Allow your eyes to close easily and 

comfortably. Begin by paying attention to your breathing, noticing how it slows as 

you become more comfortable. Breathe in, clear your mind; breathe out, relax. 

“Set the scenario in the future, five to ten years from now; this will allow any 

limitations you see today to be gone. Imagine your work situation. Everything is 

perfect, the ideal situation you want for yourself. Remember that there are no rules 

or limits to what you can imagine. 

“It’s morning. One of those days when you wake up filled with eager 

anticipation. You’re excited, just the way you might feel if you were getting on a jet 

bound for vacation at your ideal resort. The day feels great! Your life is great! 

“You have arrived at the place where you conduct your business, which is the 

ideal work place you have hoped for and worked with others to create. As you walk 

around, you notice some things. Look around this ideal environment. What do you 

see? What colors surround you? What sounds do you hear? What do you smell? 

How does the environment feel? What else makes the environment ideal for you? 

Notice as many details as you can. 

“You see a letter from a highly respected organization in your profession. The 

letter says that you are being recognized as having created the most ideal work 

situation in your industry. You have been asked to give a speech at the industry’s 

national meeting. You begin to think about what to say. What will you say about 

your customers? Who are your customers? Where are they from? How many 

customers do you have? How did they find out about you? How did you discover 

what your customers needed? What do your customers want that your ideal 

organization provides? What are your products and services? What do your 

customers typically say about your products or services? 

498 ❘❚ 


“Now you walk around the work areas and mingle with some of your colleagues. 

Who is working with you? Notice what people are doing. How do they communicate 

in this ideal organization? 

“Picture one of your meetings. What is happening? What’s your sense of how 

people are feeling? 

“What exactly do you do in your perfect organization? What is your work? Is it 

full-time or part-time work? What is your level of participation? What are some 

areas of growth you have achieved in your ‘safe’ work environment? 

“What gives you great joy and a deep sense of fulfillment in your life? How does 

your work blend with this? How do you contribute to the success of your 

organization? 

“You see yourself strolling through your work place, feeling good. Scan the 

environment for any features you may have missed—sights, smells, etc. . . . Note 

them and realize how they enrich your work life, your whole life. See if you can 

identify the key elements that contribute to your organization’s success. . . . It’s a 

great organization, isn’t it? 

“In a moment I will ask you to return to the present. Remember what you have 

visualized because you will be writing about your images. Continue to hang on to 

the pleasant feelings you have just experienced. . . . Now move your fingers and 

feet, stretch your legs, and move your shoulders. . . . Now, whenever you are ready, 

open your eyes and come back.” 


3. The facilitator stops the music and gives each team member a copy of the Ideal 

Work Place Vision Sheet, a pencil, and a clipboard or other portable writing surface. 


4. The team members are asked to spend thirty minutes completing their vision sheets. 

The facilitator clarifies that they will not be asked to turn in their completed sheets 

to anyone. While the members are writing, the facilitator enforces silence to allow 

the creative process to unfold. (Thirty minutes.) 

5. The facilitator calls time and encourages individuals to share whatever they choose 

from their vision sheets. Using separate sheets of newsprint, the facilitator records 

and posts ideas under the appropriate handout headings: Environment, Market, 

Products and Services, People and Functions, Individual Development, and Keys to 

Success. (Twenty minutes.) 

6. Each individual is given a felt-tipped marker and is asked to set a priority for each 

idea based on how much it contributes to the “ideal work place.” Newsprint ideas 

are to be marked “H” for “high priority,” marked “L” for “low priority,” or left 

blank to indicate “not a priority.” Once all members have marked all ideas, the team 

may decide to weed out some ideas by using criteria such as “least effort, time, 

money required,” “greatest return for effort,” “will strengthen the team,” or “will 

help the organization achieve its mission.” At the end of the process, the members 


should have what they consider to be a manageable number of prioritized ideas. 


7. The facilitator asks for volunteers to write goal statements for the six subjects that 

serve as handout headings, based on subjects in which they have high interest. (If no 

one is interested in a particular subject, that subject can be eliminated. If more than 

one member is interested in a single subject, those members may form a subgroup to 

write the statements. If the team has very few members, one or more members may 

take more than one subject.) Each member/subgroup is given several sheets of blank 

newsprint on which to write the goal statement(s) as well as the newsprint sheets 

with ideas for that member’s/subgroup’s chosen subject. The facilitator clarifies that 

a goal statement must be achievable and written in specific, measurable terms. The 

following examples are offered: 

■ Too vague: The team will become more knowledgeable about computer word 

processing. 

■ Specific and measurable: By June 1 of this year, all team members will have 

taken a locally offered course in WordPerfect 6.0. By September 1 of this year. 

all team members will have used WordPerfect 6.0 to complete at least six reports 

or other in-house documents for distribution. 


8. The facilitator asks the members to stop their work and share their goal statements 

with the team. (Ten minutes.) 

9. The facilitator encourages the team members to take ownership of the goal 

statements and to take action immediately, if possible. He or she then conducts a 

debrief of the activity with questions such as the following: 

■ What parts of the activity were personally meaningful for you? 

■ What parts of the activity were easier or more difficult than others? How do you 

account for that? 

■ How have your perceptions of your values changed as a result of this activity? 

■ What have you learned about the visioning process? 

■ How can what you have learned help you in your pursuit of a satisfying work 

life? How can it help your team? Your organization? 


500 ❘❚ 


Variations 

■ 

■ 

The team members may agree to conduct this visioning process on a regular basis as 

on ongoing segment of team building. 

Following step 8, the team members may be asked to determine what values the 

organization needs to have in order for the vision to become a reality. 

Submitted by M.K. Key, Glenn Head, and Marian Head. 


IDEAL WORK PLACE VISION SHEET 

Instructions: Record in as much detail as possible everything you experienced when you 

imagined your perfect organization. The following questions are organized in the same 

sequence as the guided imagery activity you just completed. Write down everything you 

can remember about each question or area that is important to you. This work sheet is 

for your use only; you need share only those items you choose to share. 

Environment 

1. When you walked into your place of business, what did it look like? What colors did 

you see? 

2. What sounds did you hear? 

3. What did you smell? 

502 ❘❚ 


4. How did the environment feel? 

5. List anything else you noticed that made the environment perfect for you. 

Market 

6. Who were your customers? 

7. Where were they located geographically? Where were they from? 


8. How many customers did you have? 

9. How did new customers find out about you? 

Products and Services 

10. How did you discover what was really needed by your customers? 

11. What did your customers need that your organization provided? What were your 

products and services? 

12. What were some of the things customers said about your products or services? 

504 ❘❚ 


People and Functions 

13. Who was working with you? 

14. What were the people in your organization like? What did they do? 

15. How did people communicate in the organization? What typically happened in your 

meetings? 

Individual Development 

16. What exactly did you do in your organization? What was your work? 


17. What was your level of participation in the organization? 

18. What were some of the areas of growth you achieved in your work? 

19. What did you envision that gave you great joy and a deep sense of fulfillment in 

your life? 

20. How did your work blend with this? 

506 ❘❚ 


21. How did you contribute to the success of your organization? 

Keys to Success 

22. What are the keys to the success of your organization? 

23. Is there anything else you wish to record about this experience? 


❚❘ 

AWARD CEREMONY: 

PRACTICING THE SKILL OF PLANNING 

Goals 

■ 

■ 

■ 

■ 

To illustrate the need to plan adequately. 

To acquaint participants with three types of plans and a six-step planning process. 

To offer participants an opportunity to practice creating one type of plan. 

To offer participants a chance to observe people’s different styles of analyzing data 

and of drawing conclusions from data. 

Group Size 

Fifteen to twenty-four participants, divided into subgroups of five or six members each. 

Time Required 


Materials 

■ A copy of the Award Ceremony Theory Sheet for each participant. 

■ A copy of the Award Ceremony Situation Sheet for each participant. 

■ A newsprint flip chart and several colors of felt-tipped markers for each subgroup. 

■ A roll of masking tape for each subgroup. 


A room large enough for the subgroups to work without disturbing one another. The 

subgroups should be as far apart as possible to minimize the disturbance from 

brainstorming and discussion. Movable chairs must be provided, and each subgroup 

should have plenty of wall space for posting newsprint. (If available, separate rooms 

may be used for the subgroup work.) 

Process 

1. The facilitator distributes copies of the Award Ceremony Theory Sheet and asks the 

participants to read it. After everyone has read it, the facilitator elicits and answers 

questions about its content. (Ten to fifteen minutes.) 

508 ❘❚ 


2. After telling the participants that they will be completing a planning task, the 

facilitator divides them into subgroups of five or six members each. The facilitator 

gives each subgroup a newsprint flip chart, several colors of felt-tipped markers, and 

masking tape for posting newsprint. Each subgroup is asked to choose (1) a 

recorder, who will make notes on newsprint while the subgroup completes its 

upcoming task, and (2) a leader, who will keep time and will use the recorder’s 

notes to report later on the subgroup results. The facilitator then distributes copies of 

the Award Ceremony Situation Sheet and reviews the task with the participants, 

clarifying that each leader’s report to the total group will be a presentation of the 

implementation plan. The facilitator also emphasizes that there is no “right” or 

“wrong” solution. (Five minutes.) 

3. The subgroups are told that they have one hour to complete their plans and are asked 

to begin. (One hour.) 

4. After ten minutes the facilitator interrupts the subgroups to check on their progress 

and answer questions. After questions have been answered, the subgroups are told to 

resume their work. (Five minutes.) 

5. After one hour of planning time, the facilitator reassembles the total group and asks 

the leaders to take turns presenting implementation plans. After each presentation 

the facilitator encourages the participants to give feedback. (Ten to twenty minutes.) 


■ How pleased are you with your subgroup’s plan? How would you rate the quality 

of that plan compared to others that you have had a part in creating? 

■ How would you describe your subgroup’s experience in using the six-step 

process for planning? How was the process similar to planning experiences that 

you have had in the past? How was it different? 

■ How did the different members of your subgroup approach the task? How did 

they analyze the data on the situation sheet? How did they come to conclusions 

based on the data? What can you generalize about how people approach 

planning? 

■ What have you learned about the role of planning in completing tasks? 

■ How can you use one or more of the three types of planning in completing future 

tasks? How can you use the six-step process? 


Variations 

■ 

The subgroups may be asked to determine ways to monitor the progress of the 

ceremony as it takes place as well as ways to evaluate the ceremony afterward. 


■ 

■ 

■ 

The facilitator may create a different situation sheet that reflects a topic or event of 

particular interest to the participant group. 

If working with ongoing teams, the facilitator may allow more time for the activity 

and ask the teams to create actual work-related plans after Step 6. 

If working with ongoing teams, the facilitator may focus the activity on developing 

standing or contingency plans instead of single-use plans. 

Submitted by Robert William (Bob) Lucas. 

510 ❘❚ 


AWARD CEREMONY THEORY SHEET 

A crucial step in the success of any project is effective planning. Unfortunately, even 

though most people acknowledge this fact, they still fail to plan adequately. The result is 

often wasted time, effort, and money as well as unnecessary frustration and lowered 

morale for those involved. 

Frequently the failure to plan can be attributed to a lack of understanding about 

what is involved in planning. There are three common types of plans that can be 

developed and six steps to be followed in the planning process. 

Types of Plans 

The following paragraphs describe the three common types of plans: the standing plan, 

the single-use plan, and the contingency plan. 

Standing Plan 

A standing plan focuses on ongoing organizational situations and is used repeatedly 

and/or frequently. Plans involving policies, procedures, and rules fall into this category. 

Policies. Policies are guides for effective decision making. They set parameters or 

boundaries for what is and is not allowed or acceptable, thereby allowing some 

flexibility. Examples include guidelines for standards of dress or scheduling of 

breaks/lunch. 

Procedures. Procedures are sets of steps to be taken in given situations. They 

provide a model for consistency in completing tasks or activities. Examples are 

procedures for requesting annual leave, ordering supplies, or filing grievances. 

Rules. Like policies, rules provide guidance. However, they are stronger than 

policies; they do not allow for flexibility in decision making. Examples are “No 

smoking on premises,” “An employee arriving late will be issued a formal warning the 

first time and have pay docked thirty minutes for each subsequent occurrence,” and 

“Everyone must wear a hard hat in construction areas.” 

Single-Use Plan 

A single-use plan is used once—or only a few times or infrequently—for unique or 

special situations. Single-use plans include programs, projects, and budgets. 

Programs. Generally programs are large-scale plans that have their own objectives, 

policies, procedures, and budgets. An example is an education program to reduce the 

number of employee injuries on the job. 

Projects. Projects are smaller-scale versions of programs. They consist of the same 

elements, but a project can be planned separately, often as one of the parts of a program. 


For example, an education program to reduce on-the-job injuries might include a project 

for creating safety-related posters and displaying them throughout the organization. 

Budgets. If well-executed and monitored, budgets are an excellent planning and 

controlling mechanism. They are important components of programs and projects. A 

budget is set for a specified period of time and is broken into specific categories of 

expenditure. 

Contingency Plan 

A contingency plan is used as needed when other plans fail or are not suitable. 

Frequently, unexpected events prevent people from following their originally planned 

course of action. For example, a person scheduled to train employees on safety tips 

might call on the morning of the training to say that he or she had been hospitalized the 

night before. In this case a contingency plan must be used. 

The time to create a contingency plan is before something goes wrong. Some basic 

questions to ask in developing a contingency plan are as follows: 

■ What is the original goal? 

■ What could possibly go wrong in achieving that goal? 

■ What can be done to prevent anything from going wrong? 

■ If something does go wrong, what actions can be taken to minimize the impact? 

The answers to the last question become the contingency plan. 

Six-Step Process for Planning 

The six steps that can lead to success in planning are as follows: 

1. Set goals. Decide what short- or long-term outcomes are desired. 

2. Examine and evaluate. Look at all the factors affecting the situation. Establish 

criteria for selecting acceptable actions. 

3. Identify alternatives. List all possible alternatives for accomplishing the targeted 

goals. Consider the advantages and disadvantages of each option. 

4. Select the best alternative. After reviewing options, select the one that best suits 

the targeted goals and meets the established selection criteria. 

5. Create an implementation plan. Decide which resources (human and otherwise) 

will be required to accomplish the targeted goals, what the timetable will be for 

achieving milestones and final results, and how results will be measured and reported. 

Also assign responsibilities for various tasks. 

6. Monitor progress. During implementation, progress must be monitored 

continually so that the plan can be adjusted if necessary to achieve the targeted results. 

512 ❘❚ 


AWARD CEREMONY SITUATION SHEET 

Using steps 1 through 5 of the six-step planning process, work with your subgroup to 

develop a single-use plan for the situation described below: 

■ You work in an organization that has a formal suggestion program. At the end of 

each calendar quarter, a ceremony is held to present awards to employees whose 

suggestions have been adopted and have benefited the company. 

■ You have been chosen to be a member of the committee that will plan the details 

of the award ceremony. 

■ Today is Monday, January 3. 

■ The award ceremony will take place on the last Friday of the calendar quarter. 

■ There will be fifteen honorees at the ceremony. 

■ In the past, the ceremonies have lasted approximately an hour and a half. 

■ The vice president of human resources will present awards and speak on behalf of 

the company president. 

■ The vice presidents of corporate communications and finance will attend. 

■ The supervisor of each person receiving an award will attend with that person. 

■ Each honoree will receive a plaque and a check. 

■ Your committee has a budget of $1,000. 

■ 

■ 

■ 

■ 

■ 

The award checks do not come from your budget, but the plaques do. In the past, 

plaques have cost $25 to $45 dollars each. 

The ceremonies are generally held in the corporate dining room, which was 

designed for formal functions. 

Reservations for the corporate dining room are placed through an on-line 

computer-reservation software available to each department in the organization. 

The reservations are on a first-come, first-served basis, except in the case of the 

president or the board of directors, who have priority. 

An organizational dining-services group is available to assist in planning and 

serving meals. Costs are charged to departments. 

The dining-services group charges an average of $16.95 per person for formal, 

sit-down luncheons. 


■ 

■ 

The dining-services group includes temporary servers who are on call for formal 

functions. Each receives $8.75 per hour, with a minimum of three hours 

guaranteed per event. At least three servers are needed for a group of twenty to 

twenty-five people. 

You are not limited to past ceremony protocol or planning. 

514 ❘❚ 


❚❘ 

INPUTS, PROCESS, OUTPUTS: 

IMPROVING SUPPLIER AND CUSTOMER SERVICE 

Goals 

■ 

■ 

■ 

■ 

■ 

To familiarize participants with the phases of jobs: inputs, process, and outputs. 

To help participants identify the internal and external suppliers that make their 

production possible. 

To assist participants in determining how their internal and external suppliers can help 

them to do their jobs better. 

To help participants understand the needs and requirements of their internal and 

external customers. 

To assist participants in improving service to their internal and external customers. 

Group Size 

As many as twenty-five participants, composed of all members of several ongoing work 

teams. 

Time Required 

One hour and fifty minutes. 

Materials 

■ 

■ 

■ 

■ 

■ 

■ 

■ 

Two copies of the Inputs, Process, Outputs Form A: What I Need from My Suppliers 

for each participant. 1 

Two copies of the Inputs, Process, Outputs Form B: What My Customers Need from 

Me for each participant. 1 

One copy of the Inputs, Process, Outputs Discussion Sheet A for each participant. 

One copy of the Inputs, Process, Outputs Discussion Sheet B for each participant. 

A portable writing surface for each participant. 



1 

It is a good idea to have a number of extra copies on hand in case the participants need more than two each. 



A room large enough for each team to work without disturbing the others. Movable 

chairs should be provided. 

Process 

1. The facilitator announces the goals of the activity and explains the “systems” view 

of a job, as follows: 

“All jobs consist of inputs, process, and outputs. Inputs come from suppliers, either 

inside or outside the organization. These inputs are the information, policies, parts, 

products, supplies, and services that workers need to do their jobs. Workers use what 

is supplied to complete the process of their work, which consists of not only the 

activities and tasks they perform, but also any value added from their efforts. 

Outputs represent the workers’ finished goods or services, which are intended to 

meet the needs of customers inside or outside the organization.” 

2. The facilitator draws a simple flow chart on newsprint, diagraming inputs and a 

process that results in outputs (see Figure 1). Then the facilitator asks participants 

for examples of inputs, process, and outputs and lists contributions on the flip chart. 


Figure 1. The “Systems” View of a Job 

3. The facilitator gives each participant two copies of the Inputs, Process, Outputs 

Form A: What I Need from My Suppliers, a clipboard or other portable writing 

surface, and a pencil and then reviews the handout instructions. The facilitator 

emphasizes that a worker must receive products or services from suppliers before 

completing the process of producing for customers. After reviewing the handout 

instructions, the facilitator asks the participants to work independently to complete 

the form. (Fifteen minutes.) 

4. Each participant is given two copies of the Inputs, Process, Outputs Form B: What 

My Customers Need from Me. After reviewing the handout instructions, the 

facilitator asks the participants to work independently to complete the form. (Fifteen 

minutes.) 

5. The facilitator instructs the individual work teams to meet separately in different 

parts of the room. Each participant is given a copy of the Inputs, Process, Outputs 

Discussion Sheet A. The members of each work team are asked to compare their 

responses on Form A and to discuss and jot down answers to the questions on 

Discussion Sheet A. (Twenty minutes.) 

516 ❘❚ 


6. The facilitator distributes copies of the Inputs, Process, Outputs Discussion Sheet B 

and asks each team to complete the same procedure using Form B and Discussion 

Sheet B. (Twenty minutes.) 

7. The facilitator reconvenes the total group and leads a discussion based on the 


■ What was easy about examining what you need from your suppliers? What was 

difficult about it? 

■ What was easy about examining what your customers need from you? What was 

difficult? 

■ What connections might there be between what you need from your suppliers and 

what your customers need from you? What impact do your suppliers have on the 

products or services that you provide to your customers? 

■ How can you use what you have learned to help your suppliers provide you with 

better service? How can you use what you have learned to provide your own 

customers with better service? 


8. Each team is urged to follow up on this activity by devising action plans for 

improving the products or services provided by suppliers as well as the products or 

services provided for customers. The facilitator suggests contacting and interviewing 

all customers (or a representative sample of customers) and verifying what they need 

and what would delight them. In addition, the facilitator assists the team members in 

making arrangements for a follow-up session to discuss their action plans and the 

results of their interviews. (Ten minutes.) 

Variations 

■ 

■ 

■ 

■ 

Each participant may be asked to diagram the inputs, process, and outputs for his or 

her own job. 

Each team may be asked to diagram the inputs, process, and outputs for its main 

functions. 

After Step 8 the teams may continue the activity by creating the action plans 

described in that step. 

The activity may be used as the focus of a team-building session for a single team. 

RECOMMENDED READING 

Juran, J. (1988). Juran on planning for quality. New York: The Free Press/Macmillan. 

Submitted by W. Norman Gustafson. 


INPUTS, PROCESS, OUTPUTS FORM A: 

WHAT I NEED FROM MY SUPPLIERS 

Instructions: In the first column, under “Internal,” list all of your internal suppliers—the 

people or units inside your organization that supply you with information, policies, 

parts, products, supplies, services, etc., that you need to do your job. Under “External,” 

list all of your external suppliers—the ones outside your organization. 

Next complete the second column by listing the products or services that your 

suppliers furnish. In the third column, list any needs or standards you have for what is 

supplied. In the last column, describe what your suppliers could do to make your job 

easier or help you produce a better product or service—even if you are not in a position 

to dictate or negotiate what they do. 

My Suppliers 

Products/Services 

They Provide 

My Needs and 

Standards 

They Could Help 

Me If They: 

Internal 

External 

518 ❘❚ 


INPUTS, PROCESS, OUTPUTS FORM B: 

WHAT MY CUSTOMERS NEED FROM ME 

Instructions: In the first column, under “Internal,” list all of the people or units inside 

your organization for whom you supply products or services. Under “External,” list all 

of your customers who are outside your organization. Try to group similar types of 

customers together. 

Next complete the second column by listing the products or services that you 

provide for your customers. In the third column, list your customers’ basic requirements 

for each product or service provided. In completing the fourth column, think about and 

list any requests that your customers have made or implied. To fill in the last column, 

use your imagination and list what might delight your customers. 

My 

Customers 

Products/Services 

I Provide 

Customers’ 

Basic 

Requirements 

Customers’ 

Request 

What Might 

Delight My 

Customers 

Internal 

External 


INPUTS, PROCESS, OUTPUTS DISCUSSION SHEET A 

1. What are our perceptions of our suppliers? 

2. How often is the delivery correct? Incorrect? Timely? Delayed? How are we 

affected by these conditions of delivery? 

3. How do we compensate for problems in the quality of products or services from 

suppliers? 

4. How could we work more closely with our suppliers? 

5. What conditions could we require of our suppliers? 

6. What are our suppliers capable of doing that they are not doing now? 

7. From which suppliers will we need more cooperation for quality improvement? How 

can we obtain it? 

520 ❘❚ 


INPUTS, PROCESS, OUTPUTS DISCUSSION SHEET B 

1. What are our perceptions of our customers? 

2. How often is our delivery to customers correct? Incorrect? Timely? Delayed? How 

are customers affected by these conditions of delivery? 

3. How do our customers have to compensate for problems in the quality of products or 

services we provide? 

4. How could we work more closely with our customers? 

5. What conditions could our customers require of us? 

6. What are we capable of providing that we are not providing now? 

7. With which customers do we need to cooperate more? How can we do that?

Ã¢Â€ÂžÃ¢Â€Âš QUAKER MEETING: GENERATING DATA

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